Search results
(61 - 80 of 131)
Pages
- Title
- Augsburg College Undergraduate Catalog, 1986-1988
- Collection
- Course Catalogs
- Search Result
-
AUGSBURG
COLLEGE
Catalog 1986-88
Oflicial Publication of Augsburg College Fall 1986
731 21st Avenue South Minneapolis, MN 5545406121330-1000
This Catalog should answer most questlons students have about Augsburg College and its
curriculum. Although lnformatlon was current at the time ofp...
Show more AUGSBURG COLLEGE Catalog 1986-88 Oflicial Publication of Augsburg College Fall 1986 731 21st Avenue South Minneapolis, MN 5545406121330-1000 This Catalog should answer most questlons students have about Augsburg College and its curriculum. Although lnformatlon was current at the time ofpubllcatlon, It 1s subJect to change without notlce. It 1s the responslblllty of each student to know the requlrements and academlcpollcies In thlspubllcatlon. If you have questlons about anythlng In thls Catalog, consult a faculty advlser, the Dean of the College, or the Registrar. Key ofpces are llsted at the back of the catalog for correspondence or telephone Inquiries. Facts & Figures about A u g s b u r g C o l l e g e Location - Minneapolis, Minnesota, since 1872. Founded in 1869. Religious Affiliation - The American Lutheran Church. 59% of students are Lutheran, 14% other Protestant, 19% Roman Catholic, 8% other. Accreditation - North Central Association of Colleges and Schools, National Council for Accreditation of Teacher Education. Approved by American Chemical Society, Council on Social Work Education, National Association for Music Therapy, Inc., National Association of Schools of Music, National League for Nursing. Member - Associated Colleges of the Twin Cities, Lutheran Education Council in North America, Minnesota Private College Council, Registered with the Minnesota Higher Education Coordinating Board. Enrollment (1985-86) - 1,802 from 22 states and 24 nations. Graduates - from 1870 through May 26,1985 - 9,231. Student/Faculty Ratio - 15.9 to 1.Class size averages 20-30. Campus - 14 major buildings. Major renovation 1979-80with special emphasis on accessibility. 9 major buildings are connected by a skyway/tunnel/enclosed walkway system. Library - Over 145,000 volumes, access to over 5,000,000 through the Twin Cities private college consortium and Minitex. School Year - September to May, 4-1-4 calendar, with January Interim. Two summer school sessions. Augsburg Weekend College - trimesters, September to June. Mqjors - More than 40 in 20 de- partments. Off-Campus Programs - Program in Global Community, Student Project for Amity Among Nations (SPAN), Higher Education Consortium for Urban Affairs (HECUA),Study Abroad, and extensive cooperative education program. Athletic Affiliation - Minnesota Intercollegiate Athletic Conference (MIAC),and National Collegiate Athletic Association (NCAA),Division 111. Policy -Augsburg College does not discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap a s required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, a s amended, in its admission policies, educational programs, activities and employment practices. Financial Aid - Approximately 85% of the students receive some form of financial aid from the college and many other sources. Contents Facts & Figures ............................ 11 Introducing Augsburg ......................2 Admissions ....................11 College Costs, Financial Policies, & Financial Aid ............16 Student Life ................... 30 Academic Information .................38 Departments & Programs .................59 College Information: ..............................160 DCUS Board ........................162 Administration ...................162 Faculty Emeriti ...................164 Teaching Faculty ................ 165 Academic Calendar .........................173 Communications Directory .........................177 Index...................................1 7 8 lnfonnatlon Request Card ..................1 9 1 Regents Augsburg College Education in a Real World S tudents commonly speak of graduating from college as a way of getting into "the real world." In fact, Augsburg College provides students with an education in a real world. The diversity of the faculty, staff, and student body, the structure of the curriculum, and the academic environment mirror the complexity of life in contemporary society. The college's location in and involvement with a metropolitan setting offer continuous access to cultural opportunities, career experiences, and social realities that enrich students' educations. Augsburg's commitment to the liberal arts recognizes that the reality in which contemporary persons live and the persons themselves have been shaped by the tradition and history from which they come. The real world was not made this moming, and it is not simple. Only a broad education can present our world a s it is and give persons the ability to deal with it. Similarly, Augsburg College's continuing dedication to its heritage as a college of the church affirms a belief that the world is the creation of a loving God and that human persons are inescapably spiritual beings. T h e C o l l e g e Mission Statement These qualities of an Augsburg education flow from its mission statement which declares that the college exists to provide high quality educational opportunities which are based in the liberal arts and shaped by the faith and values of the Christian church and by the context of a great metropolitan center. Augsburg's location in the heart of the city represents the loom on which the multi-colored fabric of its identity has been woven. While students are prepared to take a place in and make a contribution to the world in which they live, they are educated to be critical of the quality of life in their society and to be reflective of their own values as they respond to it. ". ..based in the liberal arts " The academic program emphasizes the continuing validity of the liberal arts a s a foundation for developing the life of the mind. Augsburg College's faculty are dedicated to challenging their students to achieve the highest academic standards while supporting them in that endeavor with excellent teaching and individual attention. Students are expected to develop their abilities in critical thinking and communication and to gain sensitivity to and appreciation for their own and other cultures. Each student is encouraged to contemplate the eternal philosophical and spiritual questions of human life and of personal values and ethics. At Augsburg the great scholars, thinkers, writers, and artists of the past and present are studied and valued. Augsburg College considers an understanding of the content and method of science, a recognition of the place of technology, and an understanding of ways to maintain a sound body as important elements of a complete education. This insistence on the breadth of a traditional liberal arts education reflects a firm belief that human beings are more than their ability to perform a job. It reflects further a concerted attempt to direct students toward a full development of the many facets and capacities of the educated person. ". .. .. shaped. by the context o f a great metropolitan center" Yet, bounded as it is by an interstate freeway and the center of a vital city, Augsburg College is no ivory tower escape from the real world. The college community continually interacts with the city by attending cultural events and civic activities and by inviting city residents and visitors to the campus as lecturers, performers, and mentors. The city becomes a laboratory for experiential learning through internships, professional program field experiences, and cooperative education placements. ". ..and shaped by faith and values." This involvement with the real world is a reflection of Augsburg's spiritual heritage which values all that God has created. While its tradition supports intellectual freedom in the search for truth, the college affirms its belief that all students should reflect upon their ethical and spiritual values a s part of becoming educated. Students are encouraged through religion courses and through opportunities on campus for the practice and examination of spirituality to consider their relationship to others, to society, and to the world. Traditionally Augsburg College has insisted that an aspect of these relationships is contained in the motto: "Mucation for Service." In these words the college expresses a belief that, whatever career they pursue, graduates should consider the duty of citizens to contribute to the common good through service to others. \N ithin the larger community of the city and the world, Augsburg College is its own community. It is a community of support and collegiality composed of persons of diverse talents: of varied ethnic, national, cultural, and religious backgrounds: and of complementary interests and orientations. Through a competent, committed faculty and a dedicated staff, Augsburg College builds with its students a real world in which the whole person can be educated and developed. Augsburg College History A College o f the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530.Augsburg opened in September 1869,in Marshall, Wisconsin, and moved to Minneapolis in 1872.The first college students were enrolled in 1874 and the first college graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg's first president (1869-1876). Professor Weenaas recruited two teachers from Norway - Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian Lutherans to minister to immigrants: and to provide such "college" studies that would prepare students for theological study. In 1874 they proposed a three part plan: first - train ministerial candidates, second - prepare future theological students and third - educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg's next two presidents also emphatically rqjected ivory tower concepts of education. This commitment to church and community has been Augsburg's theme for over one hundred years. Education for Service Keeping the vision of the "non-elitist" college, Georg Sverdrup, Augsburg's second president (1876-1907),required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg's motto "Education for Service." In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity.This change made Augsburg the only higher educational institution of the small Lutheran body. But the college division was still important primarily as an attachment to the seminary. The F o c u s C h a n g e s This attitude began to change alter World War I. In 1911Georg Sverdrup Jr. became President. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of Gerda Mortensen, Dean of Women. She spent the next 52 years at the college as a teacher and administrator. The college's mission assumed a double character ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bemhard Christensen, an erudite and scholarly teacher, to be president (1938-1962).His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War 11, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the college was a larger part of the institution than the seminary, and received the most attention. - Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective mqjors. With cumculum change came a long effort to become accredited. The college reached full accreditation in 1954, although many alumni had entered graduate schools and teaching positions long before that time. A study in 1962 defined the college's mission now as serving the good society as a whole first, and the interests of the Lutheran Free Church second. The Seminary moved to Luther Theological Seminary (now Luther Northwestern Seminary) in St. Paul in 1963. A College in the City President Oscar A. Anderson (1963-1980) continued Augsburg's emphasis on involvement with the city, He wanted to reach out to non-traditional student populations, ensuring educational opportunity for all people. During his years of leadership the college became a vital and integral part of the city. Also in these years, Augsburg added the Music Hall, Mortensen Tower, Urness Tower, the College Center, Ice Arena and Psychology Building. Since 1980Augsburg has been led by Charles S. Anderson. He has continued Augsburg's commitment to the value of a liberal arts education, emphasizing diversity in enrollment efforts, spiritual growth and freedom and an academic program that draws on the resources of the city a s extensions of the campus and classroom. Serving the Non-traditional Student Augsburg's American Indian Program is recognized as successful. The program has had the highest retention rate of Indian students in Minnesota -some 85 percent. The Black Student Affairs Program, initiated in 1969,has had a growing number of students and supports a Black Student Union and a newspaper distributed by the office. The campus is accessible to the physically handicapped with a skywaytunnel-elevator system connecting nine major buildings. In only its second year, Augsburg's program for the learning disabled had 30 students enrolled. The program received a state award for excellence. Weekend College, started in 1982with 69students, had an enrollment of nearly 500 in fall 1985.Through Weekend College, adult students can work fulltime and pursue a bachelor's degree that has a practical focus on a liberal arts base. These programs bring working adults to the campus. They're complemented by the new Cooperative Education Program (begun in 1984) that sends Augsburg students into the workplace. The Co-op Education Program helps students get career experience in addition to their classroom studies. Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: Augsburg education should be preparation for service in community and church: education should have a solid liberal arts core with a practical dimension in order to send out productive, creative and successful citizens: the city with all its excitement, challenges and diversity, is an unequaled learning laboratory for Augsburg students. Augsburg is a quality liberal arts institution set in the heart of a great metropolitan center. There are now more than 11,000Augsburg alumni. In a world that has changed much since those first days of the college, Augsburg still sends out graduates who make a difference where they live and work. Campus Location Augsburg's campus is located in the heart of the Twin Cities, surrounding Murphy Square, the first of 155 parks in the "City of Lakes." The University of Minnesota West Bank campus and two of the city's largest hospitals, Fairview and St. Mary's, are adjacent to the campus. Downtown Minneapolis and St. Paul are minutes west and east via Interstate 94 which forms the southern border of the campus, or on bus routes that also connect with the suburbs. Reaching the Twin Cities is easy. Airlines providing daily service to Minneapolis-St. Paul International Airport include American, Continental, Delta, Eastern, Frontier, Midway, Northwest Orient, Ozark, People's Express, Piedmont, Trans World, United, USAir, and Western. Bus or train connections can be made from all areas of the United States. Policies It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origins, age, marital status, sex or handicap as required by Title 1X of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973,as amended, in its admissions policies, educational programs, activities and employment practices. Inquiries regarding compliance may be directed to the coordinators listed in the Communications Directory (p. 177)or to the Director of the Minnesota Department of Human Rights, Bremer Tower, 7th Place at Minnesota Street, St. Paul, MN 55101. The College and its faculty subscribe to the Statement of Principles on Academic Freedom as promulgated by the American Association of University Professors and the Association of American Colleges. Accreditation and Memberships Augsburg College is fully accredited by the North Central Association of Colleges and Schools and The National Council for the Accreditation of Teacher Education (Secondary and Elementary). Our Programs are approved by The American Chemical Society, The Council on Social Work Education, National Association for Music Therapy, Inc., and the National League for Nursing. Augsburg College is an institutional member of the National Association of Schools of Music (NASM). W e are a member of the Associated Colleges of the Twin Cities (ACTC), Lutheran Education Council in North America, and Minnesota Private College Council. Augsburg College is registered with the Minnesota Higher Education Coordinating Board. Registration is not an endorsement of the institution. ~ e a i s t r a t b ndoes notmean that credits earned at the institution can be transfemed to other institutions or that the quality of the educational programs would meet the standards of every student, educational institution, or employer. Facilities and Housing Instruction facilities and student housing at Augsburg are conveniently located near each other. A tunnel/ramp/skyway system connects the tower dormitories, the five buildings on the Quadrangle, Music Hall, and the Psychology Building. Admissions Omce, located at 628 21st Avenue South, provides offices for the admissions staffand reception area for prospective students and their parents. George Sverdrup Library. (1955) named in honor of Augsburg's fourth president, contains reading rooms, seminar rooms, work rooms, an audio-visual center, the Augsburg Archives, classrooms and faculty offices. Science Hall (1949) houses classrooms, well-equipped laboratories, a medium-sized auditorium, and faculty offices. The Lisa Odland Observatory on the roof was completed in 1960. Old Main (1900) is home for the Foreign Language and Art departments and has classrooms used by other departments. Extensively remodelled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. West Hall (1966) is apartment housing for upperclass students. Mortensen Tower, (1973), named in honor of Gerda Mortensen, dean of women from 1923 to 1964, h a s 104 one and two-bedroom apartments that house 312 upperclass students, plus conference rooms and spacious lounge areas. Urness Tower, (1967) named in honor of Mr. and Mrs. Andrew Urness, who have given several generous gills to the College, provides living quarters for 324 students, Each floor is a "floor unit," providing 36 residents, housed two to a room, with their own lounge, study and utility areas. Augsburg College Center, (1967) center of non-academic activity, h a s spacious lounges and recreational areas, dining areas, bookstore, and offices for student government and student publications. Center for Global Service and Education, located a t 709 23rd Avenue South, provides offices for the Global Center staff and a resource room for those interested in global issues. Sverdrup-Oftedal Memorial Hall, (1938) named in honor of Augsburg's second and third presidents, provides space for administrative and faculty offices. Music Hall, (1978)newest building on campus, contains a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios and offices for the music faculty. Psychology Building (1964) has classrooms, offices and laboratories for the Psychology department in the former studio building. Melby Hall. (1961) named in honor of J. S. Melby, dean of men from 1920 to 1942, basketball coach, and head of the Christianity department, provides facilities for the health and physical education program, intercollegiate and intramural athletics, chapel services, and general auditorium purposes. Ice Arena. (1974) with two large skating areas, is used for hockey, figure skating and recreational skating for Augsburg and the metropolitan community. Stage IITheater. formerly Old Music Hall, was redesigned in 1979 with a thrust stage a s a temporary performing facility for the Theater department, which also retains space in the Little Theater building. South Hall. Kueffner apartments, and annex houses, all located in or near the campus area, provide additional housing accommodations for students, faculty and staff. Admissions A ugsburg College is looking for students with intelligence and character. We want people who can benefit from and contribute to their community -the college community, and the larger community. Freshman and transfer applicants are encouraged to visit the campus and meet with an Admissions Counselor, because firsthand appraisal of programs, facilities, and academic atmosphere is valuable. Arrangements may be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg's admissions staff is ready to help students and parents with college planning. Just call any weekday from 8:00 a.m. to 430 p.m. -Admissions Office(612)330-1001. We'll answer your questions and arrange a tour for any day including Saturdays. Our office is on the Northwest comer of 7th Street and 21st Avenue South in Minneapolis (please call first). Augsburg selects students on individual merit without regard to race, creed, disability, national or ethnic origin, sex or age. Application Procedures forApplication Freshmen for Admission 1. Applicants should complete the application for admission and essay, and retum them to the Admissions Office together with the non-refundable $15.00 application fee. 2. Transcripts An official transcript from the high school is required of freshman applicants. Freshman applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final transcript upon graduation. Graduate Examination Degree scores (G.E.D.) may be presented instead of the high school transcript. 3. Test Scores Freshman applicants are required to submit results from the Preliminary Scholastic Aptitude Test (PSAT), the Scholastic Aptitude Test (SAT), or the American College Test (ACT). It will suffice if test scores are recorded on the official high school transcript. 4. Additional Information If there is personal information that may have affected the applicant's previous academic performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. 5. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application tile is complete and has been evaluated by the Admissions Committee. 6. Confirmation of Admission Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Decision for Freshmen Augsburg offers an Early Decision Program for students who select Augsburg a s a primary college choice. Early Decision candidates must apply by November 15 of their senior year and will receive the admission decision about December 1.The College bases its admissions decision on the academic record through the junior year, test scores, and recommendations. Students who are eligible for Early Decision will receive maximum consideration for financial assistance. Early Decision candidates applying for financial aid are required to complete the Augsburg Early Decision Financial Aid Application, which enables our Financial Aid Office to compute a preliminary award. Candidates will be notified of their award by January 1.This application is available in the Admissions Office. Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Early Admission of Freshmen Students of exceptional ability who wish to accelerate their educational program may be granted admission to begin full-timework toward a degree following completion of their junior year or first semester of the senior year of high school. Applicants for early admission must complete the normal procedures for freshman applicants, submit two academic recommendations from the high school faculty, and arrange a personal interview with the Director of Admissions. Students from Minnesota who are interested in the possibility of enrolling at Augsburg under the auspices of the Minnesota Post Secondary Enrollment Options Act should contact the Admissions Office for specific information. Application Procedures for Transfer Students Augsburg College welcomes students who wish to transfer after having completed work at other accredited colleges or universities. College credit is granted for liberal arts courses satisfactorily completed at accredited institutions. The College reserves the right not to grant credit for courses where It: considers the work unsatisFactory, to grant provisional credit for worlt taken at unaccredited institutions, and to require that certain courses be taken at Augsburg. A cumulative grade point average (GPA) of 2.0 or better is required on previous college work. Admission to a major, a s well a s admission to the College, is sometimes necessary. Tor example, registered nurses seeking a Bachelor of Science degree in NursEna must have a 2.5 QFA and complete the Department of Nursing credit evaluation tests. Please check with the Admissions Office and departmental catalog section to see if admission to the major is necessary. 1. Application for Admission Applicants should complete an application for admission and return it to the Admissions Office together with the $15.00 non-refundable application fee. 2. Transcripts An official transcript sent directly to the Admissions Office from the college(s) you have attended is required. Transfer student applicants who have completed one year or less of college-level work must have an omcial transcript from their high school sent directly to the Admissions Office. Students who have completed a year or more of college work will be evaluated primarily on their college performance. 3. Additional Information If there is personal information that may have affected the applicant's previous college performance, it may be included with the application or discussed personally with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admissions decision is made. 4. Notification of Admissions Decision Augsburg College uses a "rolling" admissions plan. Students are notified of the admissions decision, usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. 5. Confirmation of Admission Accepted students who are applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their financial aid notification. Extensions may be requested in writing to the Director of Financial Aid. Accepted students who are not applying for financial aid are asked to make a $100 non-refundable tuition deposit within 30 days of their letter of acceptance. Those students who wish to live in college housing must also submit a $100 housing deposit. Re-Admission of Former Students Students who have interrupted attendance at Augsburg College without requesting a leave of absence and who wish to return, apply for readmission through the Registrar's Office. Students who have attended any other institution(s) during the absence from Augsburg must have an official transcript sent from each one to the Registrar's Office. Returning students do not pay the application fee. Admission as a Special Student (Ron-Degree) In some circumstances, people may be admitted as special students (non-degree) and granted the privilege of enrolling in courses for credit. Usually part-time students, they may subsequently become candidates for a degree by petitioning through the Registrar's Office. Students regularly enrolled at another college may take course work at Augsburg College as a special student (non-degree).A transcript must be sent to the Admissions Office by the student's home institution. An application form for special student (non-degree)status is available from the Admissions Office. Admission for International Students International students should consult with the Director of Admissions regarding the procedures for applying a s an international student. All international students transferring to Augsburg from another United States college or university must apply and be accepted for admission to Augsburg two months prior to the start of the semester: July 1for Fall, November 1for Spring. To contact the Director, call (612) 330-1001 or write to: Director of Admissions Augsburg College 731 21st Avenue South Minneapolis MN 55454 U.S.A. College Costs, Financial Policies and Financial Aid A 11 students receive financial help indirectly, since a quality liberal arts education costs more than tuition and fees cover. The college raises that difference in gifts - from alumni, faculty, staff, parents, church, friends, foundations, and endowment income. However, the primary responsibility for paying for a college education rests on students and their families. Financial aid is intended t o supplement those resources. College Costs 1986-87 The Board of Regents has approved the costs listed for the 1986-87 academic year. The board reviews costs annually and makes changes a s required. The college reserves the right to adjust charges should economic conditions necessitate. Tuition, Fees, K e n t and B o a r d Tuition (full-timeenrollment) ..................................... $6.780.00 This rate applies to all full-time students entering in September, 1986. Students are considered full-time when they take three or more courses during the semester terms with a total of seven or more courses in the school year. The charge includes tuition, general fees, facility fees, subscription to student publications, and admission to most college-supported events, concerts and lectures. The amount is payable in two equal installments at the beginning of each semester. Tuition (part-timeenrollment) per course 540.00 This rate applies to students taking fewer than three courses in a semester and/or an Interim only. Audit Fee (for part-time students) per course 270.00 Full-time students may audit a course without charge. Part-time students taking Lifetime Sports are charged the audit rate for that course. Room Rent (includes telephone) 1.400.00 1,300.00 Full Board (19meals a week) Other board plans are available a s defined in the housing contract booklet available from the Office of Student Life. Partial board (14 meals a week) is $1,260.00:the point plan is 51,020.00. ...................... ................. .................................. ........................................ Other Special F e e s (not refundable) Fees Billed on Student Account ACTC Bus (Full-time students . ..........$ 5.00 only) .................... Late Registration (per day after classes begin) .................... $ 10.00 Registration Change after first 5 days (Cancel/add/change grade option, or combination at one time) .......................$ 5.00 introduction to Cinema $ 35.00 Arts ................................. Life Drawing (See Interim Catalog for fee) Music Therapy Internship (one half course credit) ..............$270.00 Music Lessons Private, per semester (14 lessons) ...................... fi75.00 Class, per semester ..-........$ 50.00 Radio-Television Production ..................... $ .,. 10.00 Theater Technical Production .........................$ 35.00 Student Teaching (per course) ...................... $ 15.00 Study Abroad (in approved nonAugsburg programs) ..........$125.00 Student Government Fee ......$ 60.00 Fees Payable by CheckICash Application (new and/or special students) ...............$ Nursing Credit Validation Tests ,...,..... ..........$ Locker Rental (commuters) $ Student Parking Lot Permit - car .....................$ - motorcyle ..........$ .............. 15.00 75.00 5.00 Transcript Fee (per copy after first, which is free) ..............$ 2.00 Special Examinations, Cap & Gown Costs (Schedule on file in Registrar's Office) 40.00 20.00 Books and Supplies These costs are estimated to range between $250 - 300 per year. Deposits Enrollment Deposit (non-refundable) ........................... 9100.00 Required of all new students after acceptance. The Enrollment Deposit is credited to the student's account only when his/her enrollment is terminated. Any net credit balance (after all charges and/or fines) will be refunded upon request of the student. For more information, contact the Admissions Office. Housing Damage 100.00 Required of all resident students at the time of signing a contract, to reserve a housing assignment. This deposit is retained against damages and/or fines and is returned to the student account (less all charges for damages and/or fines) at the end of the occupancy period covered by the contract. New contracts may be terminated for Fall or Spring Term by notifying the Office of Student Life in writing by the first day of registration. The resident will be responsible for all costs incurred due to late cancellation or lack of proper notification. If the new contract is cancelled prior to July 1for Fall semester or January 1for Spring Semester, $35.00 will be forfeited from the $100 deposit a s a service charge. The entire deposit will be forfeited if cancellation is after these dates. ........................................................... Payments Semester Fees - Prior to the start of each semester a "Statement of Estimated Charges" showing basic charges and credits designated by the Student Financial Services Office is sent to the student from the Business Office. Payment Optiona - (1) Annual payments, due August 20 a s billed; 42) Semester Payments, due August 20 and January 20 as billed; (3) Payment Plan upon appllcalion and after College approval, a three-month plan Is availabke each semester. Details are included with the Estimate of Charges letler. (4) 10-month Payment Plan upon application, College approval, and payment of a $50 administrative fee, the annual charges may be paid in 1 0 equal installments beginning June 20 and ending March 20. No finance charge will be assessed on accounts which are current. An application will be sent upon request. - A finance charge is applied at a simple rate of l0/o per month on any account with an open balance of 30 days or more or on a 10-month payment plan in which payment is not current. Tuition is set on an annual basis, payable in two equal installments at the beginning of each semester. Registration is permitted only if the student's account for a previous term is paid in full. Augsburg College will not release academic student transcripts until all student accounts are paid in full or, in the case of student loan funds administered by the College (National DirectIDefense Student Loans-NDSL and the Nursing Student Loan), are current according to established repayment schedules. Refunds Students fill out withdrawal from College forms available in the Center for Student Development. They must be filled out completely, signed, and turned in to the Registrar's Office. Students who properly withdraw, change to part-time, are dismissed, or are released Porn a housing contract will have their accounts adjusted for tuition and room (except for the minimum deduction of $100.00 to cover administrative costs) according to the following schedule: 100°/~- through the first five days of classes (less $100.00 administrativefee). 90% - from the sixth through 10th day of classes. 80% - from the 11th through 15th day of classes. 70% - from the 16th through 20th day of classes. 60% - from the 21st through 25th day of classes. 50% - from the 26th day of classes through the mid-point of the term. No refund will be made after the middle class day of the term. Board refunds are made on a proportionate basis. If a student is forced to withdraw due to illness or accident, the refund will include the normal percentage plus one-half of the percentage adjustment, upon submission of a report from the attending doctor stating the inability or inadvisability of continued enrollment. Students who elect to omit an interim or to graduate in December are not entitled to a refund of interim tuition, room, and board charges. Students who participate in an approved off-campus interim are eligible to apply for a board refund and room sub-lease. Details and request forms are available in the Office of Student Life. All refunds of charges will be applied to the account of the student and all adjustments for aid, loans, fines and deposits, etc. will be made before eligibility for a cash refund is determined. Financial Aid Financing higher education could be the most significant investment a person or family makes in a lifetime. So, proper planning and wise choices are important, not only in choosing a college, but also in the methods used to pay for it. Augsburg College, through its Office of Student Financial Services, will help students and their families with both monetary and advisory assistance to protect access to a quality education in spite of increasing costs. Financial assistance awarded through Augsburg is a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with Federal, State, church, and private agencies in providing various aid programs. For the academic year 1984-85 approximately 85% of all students at Augsburg received scholarships, grants, loans and part-time employment totalling over $6,200,000 from all aid sources. The primary responsibility for financing a college education rests upon the student and family. Financial aid is intended to supplement student and family resources. The Family Financial Statement (FFS) of the Amerlcan ~ o l l & eTesting Program (ACT) or the Financial Aid Porn (FAF) of the College Scholarship Service (CSS) helps determine the amount or assistance for which a student is eligible. This analysis estimates the amount a student and family can be expected to provide for college expenses, taking into account such family financial factors a s current income, assets, number of dependents, other educational expenses, debts, retirement needs, and special considerations. How and W h e n to Apply New Students -Regular Admission 1. Apply for admission to Augsburg College. No financial aid notification is made until the student has applied and been accepted for ad- mission. 2. Obtain the Family Financial Statement (FFS) or Financial Aid form (FAF) from a high school or college financial aid office. Complete the application and send it to the processing agency after January 1 but before March 15for priority consideration. Minnesota residents must complete the FFS which includes the application for the Minnesota State Scholarship/Grant Program. Augsburg's code on the FFS is 2080. For non-Minnesota residents using the FAF, Augsburg's code is 6014. 3. Within three to four weeks, Augsburg will receive the analysis. If a t that time you are accepted for admission, the Financial Aid Committee will meet and review your eligibility for all the programs available. A letter will be sent to you detailing your financial aid package. 4. Acceptance of this financial aid package is required within the deadline stated. If necessary, the appropriate loan forms and/or work applications will then be sent to you. 5. Transfer students must submit a financial aid transcript from each college previously attended before financial aid will be offered. New Students - Early Decision This is for students who select Augsburg a s their primary college choice. An Early Decision Candidate must apply by November 15of the senior year and will receive the admission decision about December 1. 1. Early Decision Candidates applying fur financial aid may wish to complete the Early Decision PinancIal Aid Appljcatlon, available by writing or ca lllng t h e Admissions OWce. This enables our Financial Aid Office to colnpute a preliminary award before the Family Financial Statement is filed. Candidates will be notified of their award by January 1. 2. For confirmation of the financial aid award package, with any nec- essary revision, the FFS (or FAF for non-Minnesota residents) must be completed after January 1. Returning Stadenha Eligibility for assistance must be re-established each academic year by filing the application and Family Financial Statement (FFS).Renewal is based on financial eligibility, satisfactory academic progress, and fund availability. K i n d s of Aid A student applying for aid from Augsburg applies for assistance in gen- eral rather than for a specific scholarship or grant (except as noted). The various forms of aid available are listed here for information only. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships, grants, and loans that might be available in their own communities. It could be worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students meeting their requirements. In addition to these sources, some students are eligible for aid through Vocational Rehabilitation, Education Assistance for Veterans, Educational Assistance For Veterans' Children, and others. Gift Assistance - Pull tuition 'Presidents Scholarships are awarded an~iuallylo LIIP rnosl academirally quatliied full-tinie freshmen students. Toese scholarships are awarded without regard to wed. Becatue this Is a unified program, Full tuiLicln Is assured, slnse lhe College guarantees the diFf~renccbetwecn non-Augsburg grants and schofarships (surti as slate sct~olarships,Pell grants. erc,) anti lull tuition, The award Is renewable Tor Ihrce years hastd oon academic perrorrnance at Augsburg. Special application is due January 15. Deans Scholarships - Full tuition and halr tuition Deans Scholarships are awarded each fall to (lie n~ostacademically qualified full-lime students who are direct transfers to Augsburg Coltcge rollowing completion ol an A.A. or A.5, degrce. having maintained a 3.5 GPA on a 4.0 scale. These scholarships are awarded without regard to need and are renewable for an additional year. Because this is a unified program, full tuition is assured, since the College guarantees the difference between nonAugsburg grants and scholarships (such as state scholarships, Pell grants, etc.) and full tuition. Special application is due March 15. Presidents Scholarships Paired Resources In Ministry and Education (PRIME)Awards - Augsburg College will match the first $300 a year of a student's scholarship or grant from a Lutheran congregation. Announcement from the congregation must be made by October 1. Aupburg TuiHoa Grants - nvallahlt: to sludents who have shmvn academlc potentral and liavc financial need. A yl.aiil may pay up to full tuition and fees, A studenl's acadetnk pprkorrnanre, f l nanclal need, and high school and community involvcnient arc laken intn consideration, Minnesota State Scholarships and Grants - Awarded by the state to Minnesota residents who have financial need. For 1986-87, they range from $100 to $4115. All applicants from Minnesota are expected to apply. SwpplernentatMucattlonal Opporhrnity Grants - R federal progranl administered by the College. To bc eligible, n person must: (I)be a U.S. citi7cn or perinanent residenl; (2) llave suiflclent financial need as defirlrd by the program and demonstrated by Ihc FFS (or FAT): (3)be ci~pablcot mainlaining satisra'actoyacademic standlng at Ltbe College: and (41 be accepted h r adrriission. Pell Grants - Federal Pell grants are awarded to students attending eligible institutions of higher education and are based on financial need as defined by program guidelines. The maximum grant eligibility for each student for 1986-87 is $2100 minus the amount the student and family can be expected to contribute. Application is made by tiling the FFS (or FAF) and requesting on the application form that the necessary information be sent to the Pell Grant Program. lmeau of Indian R f f a i ~ / T d h and l State Indian Scholarships - Americ.an Indian studcnts who meet federal and state requirenlenls may apply for Bureau of Indiati Asfairs, Tribal and/or Stalp Indian Srholanhtp monies. Studcnts musl be lJ4 degree India11ancestry and be ~rirolledwilh a l e d ~ r a lrecognized l~ Irlhc. Irldlarl grants sup~lementall nlher sources of fl~tancialaid, For assistance in a ~ ~ l i c a t i ocontact n ~1;gsbur~'s Amerlcan Indian Program Dirtlchr or your Lrlhal agen'iy. Loan Assistance National Direct Shldent b a n s (RDSL) - Jolnt Augburg Colleg-federally funded program adminisle.r~dthrough llie College for students who demonstrate financial eligiblllty. Loans are. Inhrcst free durtngyour educalion. Nn inter~staccrues nor do payrnents have to be made on Lheprincipal at any lime you areenrolled at least halftin^^., Simple interrst of 5% and repaymcnl ob the priricipal (a1 the mlnlmum of$30 a month) hegln six months after you leavc school. liepayment may extend up to 10 years. Tl~eloan carria a Icacher canr.ellatlon clause, The maximum which may be barrowctt for undergraduate: study is $6,000, Guaranteed Student Loans (GSL) and Minnesota State Student Loans - Loan funds are obtained directly from a local lender or state agency in states which provide such programs. While the student is attending at least half-time, there is no inLerEst c h a t g . Reglnningwlth loans For school periods starting Septemkr 7 3. 1983 and alter, simple annual interpsl eT II% on the loan balance anrl repayment oT the principal brgin six lnonlhs after you leavc sclionl. Repayment may cxtend up to 10 years. The rnaxirnurn loan Es $2500 per year with the cumnlative undergraduaie nraxlmum of$I 2,500. Applications are available at the college. some banb, and the Mintlesota State SLudenl Loan ClfKce. Nursing Student Loan - Federal program with provisions similar to the National Direct Student Loan program, but restricted to applicants accepted or enrolled in our program leading to the baccalaureate degree in nursing. Recipients must have financial n e d and be rtgistered at least half time. The maximum loan is $2500 per year. - Parent Laan Program (PLUS) P1,US Is a loall program to help parents meet cotlege costs ol lhei~dc.pendcn1 children. Parents may bormw up to $3,000 per srudenl ol$15,000.Repayment begins withill 60 days llrr year with an aggregate ma~i~ntrm oi check dishursettic~itat a simple [nterest rate of 1 2 8 and a niinirnum payment of $50 per rnonlh. Applicatlorr ronns are avallahle a l Augshurg Colleqe or the tending fnsll~rrtlons.Applirljlinns are normally filed wilh thc hank or Lhrirt institution wlltl which your family has an account. Student Employment A i ~ g s b u r gCoflege provides work appoflt~nltieslor students with proveil finallcia! need who are at least one-hall time students. Assign. ment is made on the basis of need and potential competence in perfomfng the duties assigned. Part-time work provided by the College is considered financial aid, just as scholarships, loans, arld granls. A maxiniurn of 15 hours of on-campusemployment per week is recom- mended. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made monthly by check to the student employee. College WorR Study Program and minnesota State Work Study Program - Under tlle~eprograms the federal or state government supplies funds on a matching bask with Lhe College ta providt! some part-time work opportunities. Sponsored Scholarships Scholarship wlnners are selected by the Sttrdent Affairs Committee of t h e Faculty unless otherwise s ~ e c l f i e d .For deuartmenla! scllolarships, winr~ersa;e recommended b y facut ty of the department involved. Descriptions of awards are From statemen& or the donors' wlshes, *Indicatesendowed scholarships General Scholarships Clrarles and Lllura nlliss ~XlricationalFoundation Scholarships - A number of awards of vdryln!t d ~ t i o t ~[~nirtltii~tni ~~ls S500) are made each year on the basis of tlnancial need and ability. Established in 1973 by the foundation. Bremer Foundation Scholarships - Awarded annually to students from towns and cities where Bremer banks are located. Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to deserving junior/ senior students. Established in 1961 to perpetuate her memory. Oliver M. and Alma Jensen Dickerson Memorial Scholarship* - Awarded annually to two deservingjunior or senior students. Established in 1969 by Alma Jensen Dickerson to honor her late husband and perpetuate their memory. Elias 6 . Eliason Sr. Memorial Scholarship* - Awarded annually to one or more needy and deserving upperclass students. Established in 1979 in memory of their husband and father by Josie Feroe Eliason, Conrad Eliason, E. Bernie Eliason, Mrs. Elizabeth Mauseth and Mrs. Clara Hoelck. M. J. Estrem Scholarship* - Awarded annually to a worthy student. Established in 1965 by Maybelle and Malcolm Estrem. Memorial Scholarship Foundation Scholarships* - Awarded annually to an able and deserving upperclass student. Established in 1964 by undesignated memorial gifts. Minnesota Mining and Manufacturing Company Liberal Arts Scholarships - Given annually to needy students who are U.S. citizens. Established in 1972. John G. Quanbeck Scholarship Fund - Awarded annually to freshman students who without assistance would be unable to pursue higher education, Established in 1963 by a bequest of John G. Quanbeck. Readers Digest Endowed Scholarship* - Awarded to able and deserving students. Established by the Readers Digest Foundation in 1964. Edward Yokie Memorial Scholarship* - Awarded to an able and deserving junior or senior student. Established in 1962 to honor the memory of their beloved father by his daughters, E. Lorraine Yokie and Doris E. Yokie. Special Scholarships Aid Associalton Tor Lutherans - Awarded annually to able and deserving upperclass students who arthccrtlbcale (policy) holders with Aid Association for Lutherans Insurance Company. Es- Lnhlislicrtl in 1968. The Crown Prince Haraid Scholarship - Pstabllsh~dby authorization of the Augsburg ColIcqe Roar'rl of IIegentr in 1965 on the t ~ c ; l s i onf~ llrc ~ visit by Crown Prince Harald, this annual scllolarship prnvlde~hrll tuition for a Ireshnia~istudcrit from Norway. The winner is selected from rnrnpctitiort l~uldIrr Norway by t ' n ~Mnrgv-Amerika Foreningen. Grace Jewel Jensen Buster R~rnorialScholarship* - One or more scholarships are swartIrtl anri~rallylo sopliotnore,junior, or senior Chinese students who have outstanding acadmmir rvcords a i ~ darc preparing Irl work among the Chinese people. Established in 1983 by family allrl irlenda to lior~orLlir ~rfetnoryof Grace Jewel Jensen Buster, a 1922 alumna. The Mildred Ryan Cleveland Memorial Scholarship* - Awarded d~lntla[lyto able and de- FrrYlllg sL~id~ril(s) whn \lave physical disabilities and Isve d~~iionstlated financial need. EstabHsh~dIn 1972 by hcr huha~td,Iloyd Cleveland. In linnor tlw niernory uC Mrs. Cleveland, Augstl leader anrl rlt:vnted wlle. burg ah~rnna,~ o ~ a e c r a l cClirist~au Davld J. Fanno Aemorial Scholarship*-0nr or niarr schnlarships are awarded annually to i t I1a5 sucressrk~llyovrrcorllt: adversily and achieved excellence in a junlor nr qellior s t l ~ d r ~who at.adcrnlr and rxtrartrrriculdr pcirformancc. Estahlishcd in 1979 by members of his family t o Diivid .J. Tormn, ID64 alumnrrr. honnr the memory a i Colnnia~~drr Grace Anne JohnlFon Memorial Scholarsltip' - Onr nr mare scholarships are awarded annt~dllytn upperrlass Internatlor~alsludcnl? wlro havr overcntrlc adversity and achieved excell ~ n cIn t acadernlc and PXlrilCuIr i i u k r perrormanrt:. Btabllshrd i n 1981 by her parents, Dr. and Ars, I:ini~rJuhflsori, and other idrnily nienlbcrs and friprtds in memory of Grace Anne (Gay) 197 1-1973. Johnroll, a sludenl a l Auqs~~irg Catha .Ion- nemorial Scholarship' -Awarded alin~lallyto ripprrclass women of high moral charart~r,wllh prriewnrc (liven In female nr wale 5ttld~ntstranslcrdntl from Waldorf Colleqe Who (ire In n~~rslc andfnr e l r n i r n t a edutntion. ~~ Establishrd ill 1g75 111 memory of Catha on&, 1970 alumna, by her parerits. Mr. and Mrs. Kenn~tIiJnnrs, ntlirr IiItnlly and friends, and the A~~gshurg CnTIrgr Srnior Clrallt'nge Prograni. Lutheran Brotherhood Lutheran Senior College Scholarship - Awarded on the basis of scholastic achievement, religious leadership and financial need. Minimum award $500.00. The scholarship is renewable. The Rev. Horace E. Plyhus memorfal Scholarshfp. -Awardrd annually to a senior student(s) who lias st~rcessf~rllv nverromr ndvcrslly ant1 11.~5arhteverl exrrllence in academic and extrarurilcular perfor~rinricr.E ~ t a l ~ l i s tIn i ~ d1977 l o honnr lhr rlirtnorv of the Rev. Nyhus, a 1929 gmrliratr: nf Augshurg Ser~ilnarywl~oovrrramt: Lhr nrlvrrsily or early years to earn his own edtic;lllnn alrd whn served his lcllow nien wllh ht~n~anity and dsdnm. Minority Student ScholarshipsJawants The Hearst Arncrica~tltrdlan Scholarshio' - O ~ ior r rllnt c sctnlarshios srre awarded annuallv to an Ameslc iltl 11irIld11ul)prtrlillr~5llldC11I(~)WIIQ lias a ~ u ~ ~ i u l a tgrade i v e point average of 3.0 or better at Augsburq Collrg. fsli!blished In 1984 hy I l i e nears[ Fout~datlnn, Homecoming Auction Schol~rshlps-Awarcltrd annually to two students, one of whom must be a minority student, who 11avedeu~onstraleclability to facilitatediscussion about issues of social concern. Established in 1977 and funded by contributions to this annual event from faculty, staff and students. Marilyn Petersen Memorial Scholarship* - One or more scholarships are awarded annually to upperclass Oriental international students. Established in 1978 by her parents, family and friends to honor the memory of Marilyn's devotion of sharing and loving people, especially her service to students. National Scholarship &Grant Program for Minority dtudenb (sponsored by the American Lutheran Church) - Mernb~lsof American racial arid cthnic minorities who are either seeking admission to an America11 I.r~lheranCllklrcl~(ALL) rollegc OR are members of an ALC congregation may be considered. Marlys Johnson Simengaard Memorial Scholarship* - Awarded periodically to a Black American student. Established in 1964 in memory of Marlys Johnson Simengaard and her Christian concern for the problems of social injustice. Religion & Christian Service Scholarships The Norman and Louise Bockbrader Scholarship* - Awarded annually to students preparing for full-time service careers in the church. Established in 1981 by Rolland H. Bockbrader to honor the lifelong devotion that his parents have given to the family, congregation, Augsburg College, and the community. Andrew and Constance Burgas Scholarship* - Available to both North American and international s t ~ r l p n Ll o~CIIcnurage men and women to enter full-time Christian service. Awards are based on dcri~nnslratrdircadrmic ability, moral character, and potential for Christian service. Established in 1983 by the Rev, and Mrs. Andrew S. Burgess. Thorvald Olsen BtrmtvedllSernorialScholarship*- Awarded annually to a student(s) in the senior class whr~is prrpali~iqInr Ilir mInLslry. Established in 1960 by family and a churchwide offering to honor Lllc rrlrnlnry nl Ilr. T , 0,Burntvedt, president of the Lutheran Free Church, 1930-1958. Henning and Sellstine Dahlberg Memorial Scholarship* - Awarded annually to an upperclass student preparing for a Christian vocation. Established in 1982 to honor the memory of Henning and ~ellstineDahlberg. lver and Marie lverson Scholarship* -Awarded on the basis of need, character and interest in Christian sewice. Established in 1957 by lver Iverson. The Rev. Arnold J. Melom Memorial Scholarship - Awarded annually to one or more students who demonstrate potential and tinancial need, with preference for those who are preparing for a religious service vocation. Gerda mottensen Memodal Scholarship* -One or more scholarships are awarded annually on L 1 1 ~bil!,is of srl~olarslrlp,sewicc. and dcvotlo~ito the Christian faith. Established in 1975 by tlir Ii~rnilyanrl h u g h u r g Collqf: in nlmlnrj or aerda Mortensen for five decades of service to Christian higher education at Augsburg College. Onesimus Scholarship* - Awarded periodically to students preparing for the Christian ministly. Established in 1962 by Mr. and Mrs. James Helleckson. Johah H. 0. ROdvik Memorial Scholarship* - Onr or more scholarships are awarded an~rq preparing for a proierslorial career in Christlan service. Established rtilally lo h u g s t ~ ~studrnts ill 1976 t)y Mr. nnrl Mrs. Luther H. Rodvik in mvriiory nl Jotiatt J. 0.Hodvik and his deep personal ~lrtl[cntIonLo liis ralling as a minister as well as his scholarly research and pioneer Lhought r o n c r r n l n ~the Apostle Paul's traditionally mlsilntlerstnod atlitude toward the question of equal rights and equal status for women. The Rev. Olaf R o g e Memorial &holarshlp* - Awarded on the basis of need, scholarship and interest in Christian scrvlce. Ectahllshed 111 1958 to honor the Rev. Olaf Rogne, business administrator of the college, 1940-1952. The Rev. lawrenre and Gertrude Sateren Scholarship* - Ont: or Inore scholnrshlps are to a Ji~nioror senlor prrparing b r a full-time vocation in the churcll. Eshbawarded a~~nually lished in 1980 by thclr chlldrrn, la~itiliesand hipr~dsLO l~unorLlre lifelonu dt:votlon that Lhc Rcu, and Mrs. lawre11ceSateren gav? to the cliurch, hugshurg Coll~ye,anrl Augsht~rgSelninaryover a period a160 years, Marguerite Hamilton StorIey memorial Scholarship -nwarded allnually to an able and des ~ r v i n g/ ~ l n i o ~ , k ~ ~slutlenl i I o r r~colnmendedby l l srhnlarship ~ committee. Semi-finalists are inlerv&d and sclcct~,dby thc dorlar, the flei. Catvili f. Storley. btablirhed in 1965 to honor the menlory o l Marqucr~lcljamlllon Slorley and licr intetest and cotice~nin the mission work of the Christian church. Morris G. C. d ilanna Vaageneu Misslanary Stholarship Fund* - Awiilded annually Lo a junior/senior student prepdrlng lor servlcc ac a missionary through the World FTlssion Dcparlment of The American Lulhtran Chorch, Lslabllshecl i l l 1969 by the RPV- and Mrs. Morri? 0.C. Vaagenes. Departmental Scholarships Art The Crown W n c w Sonja Art Scholarship - Established by authorization of the Augsburg College Board of Regents in 197n ta honor the Crown Princess of Norway. Awarded annually to a talented arl student will1 flnnncial need. Augaet molder Memorial Art Scholarship*-One or more scholarships are awarded annually to uppcrclass studc~itsmajoring in art. Established in 1982 by his wife, family and friends in memory of August Molder, accomplished artist and teacher for more than 20 years at Augsburg COI~P~P, Athletic The Carl Bloomberg Memorial Scholarship - Awarded annually to a needy student(s) particilmling iri Llh: Augsburg College hockey program whose cumulative grade point average is below 3.2. Estahtisherl in 1983 by friends in memory of Carl Bloomberg, a talented young hockey player. Paul Dahlen Memorial Scholarship*- Awarded annually to an able and deserving student on the basis of Christian purpose, athletic and academic achievement. Established in 1966 by his parents, the Rev, and Mrs. Lester Dahlen, in memory of their son, a senior student at Augsburg College. Paul Dahlen/Gerald Pryd Aemorial Scholarship* - Awarded annually to an able and deserving male student on the bash ol'personality, character, athletic and academic achievement. Established in 1966 by the tkv. and Mrs. Lester Dahlen and friends to honor the memory of these two Augsburg College studrnh. David Granner memorial Scholarship* -Awarded annually to h a or more students, particpaling in athletics or masic, who have demonstrated llnanrlal nced and/or high Christian character. The allllplicschotarship is for a mate rarlrliddlc only, w l l l ~a prefcrentr in basketball. Esand Mrs. Ethel tabliskrl In 1975 by Mrs. David Gronner and cllildren I{irhard, Caml, and Rt~l, Gronner to honor the memory of David Gronner, an Augsburg College alumnus. Keith Hoffman Memorial Scholarship* - Awarded annually based on academic achievement, personal character, and ability in athletics. Established in 1945 by Mr. and Mrs. Charles S, Hoffman to honor their son who gave his life in the conquest of Okinawa. Rory Jordan Memorial Scholarship* - One or more scholarships are awarded annually to upperclass students participating in intercollegiate sports, with preference for students in the wrestling program. Established in 1980 by the William Jordan and Charles Schulz families in memory of Rory Jordan, an Augsburg graduate and nationally recognized wrestler, Magnus and Kristofa Meven Scholarship* - Awarded annually to students on the basis of achievement, personal character, and promise in the field of physical education. Established in 1958 by their children in memory of their parents. Biology Biology Scholarships - Established in 1972 by the faculty of the Biology Department to honor outstanding students who intend to major in Biology, Natural Science or Medical Technology. Business AdmlnletmtIon/EcenomEcs A~~gshusg Brrsiness Rlitmni Scholarship Fi~nd*- Awarded annually to sophomore, junior or wrrinr 4 1 1 ~ hIIIP t~ldjnri~l!]ilk ally of Hw dress encompassed within the Department of Business Arltiiini5lration and C.< .ruioniics and b a w l on acad~micrxccllence and financial need. Established in 1984 by Augsburg business alumni and other alumni and friends within the business community. Gamble-Skogmo Foundation Scholarship* - Awarded annually to one or more upperclass students interested in the field o f business. Established in 1965 by The Gamble-Skogmo Foundation. Gertrude S. Lund Memorial Scholarship* - One or more awards are made annually to a junior or senior student(s) majoring in business administration, Established in 1980 by members of the family in memory of Gertrude S. Lund, Augsburg College alumna and dedicated teacher at the College. Chemistry Ellen and Courtland Agre Chemistry Award - Given annually to a chemistry major, preferably one going into graduate studies to earn the doctorate in chemistry. Established in 1980 by Dr. and Mrs. Courtland Agre. Chemishy Scholarships* - Awarded annually to junior and senior students whose academic record indicates promise of achievement in the field of chemistry. Established in 1968 by family, Friends, and the Augsburg College Chemistry Department to honor: Manivald Aldre Carl Fosse Frederick C. and Laura E. Nortensen Dr. W. N. Sandstrom Walter E. Thwaite, Jr. Covey Hendrickson Minnesota Mining and ManufacturingChemistry Scholarship - Awarded to Chemistry majors who are citizens of the U.S. Established in 1979. Conrad Sunde Memorial Chemistry Scholarships* - Awarded annually to junior/senior students majoring in Chemistry who have a GPA of 3.0 or above and, preferably, graduate or professional school goals. Established in 1984 through the Conrad Sunde estate in memory of a 1915 alumnus who was the first Augsburg College graduate to earn a Ph.D. in chemistry, His professional career as educator, researcher and consultant included many inventions, of which the development of lanolin oil was his outstanding work. Education David Mathre Scholarship* - Awarded annually to qualified full-time student(s) in need of financia.1 assistance during the term in which they are student teaching. English Anne Pederson English Scholarship* - Awarded annually to jtlniorlstnior students who are majoring in English, with preference given to those who plan to t ~ a c hEngllsh as a career. Established in 1971 by faculty members of the English Department to honor the 37 ycars nl service of Anne Pederson as English teacher at Augsburg College. Prof. P. A. Sveeggen Memorial Scholarshipb- Awarded annually to an outstanding student in the field of English. Established in 1959 by Gerald Sveeggen in memory of P. A. Sveeggen, professor of English at Augsburg, 1915-1952. Foreign Language Nimi Baez Kingsley Modern Language Scholarship* - Awarded annually to junior/senior students who are majoring in modern language, with preference given to those who plan to teach language. Established in 1969 by Mr. and Mrs. James Kingsley. Health-Related Ellen and Courtland Agre Pre-MedicineAward - Given annually to a student of any major who is planning on entering medical school to earn a doctorate in medicine. Established in 1980 by Dr. and Mrs. Courtland Agre. Augsburg Nurses Alumni Association Scholarship* - Awarded annually to a registered nurse seeking a baccalaureate degree in nursing. Established in 1983 by The Augsburg Nurses Alumni Association. - Eleanor Christensen Cdwards lkmorlal Scholarshipr Awarded annually to upperclass student(s) prrparing for a ratter in riirdirlne nr health. Established in 1978 in memory of Eleanor Christrr~senUwards' devotion and s~.rvjccin lieaitli care by members of her family, Bernhard Chrlsl~nscn.I;isic Christe~isenSchrocder, .le%l~ Cliristensen, Nadia Christensen and Theodore Christensen. History Dr. Carl H. Chrislock History Scholarship - Awarded annually to a history major. Established in 1980 by Gregory M. Rtzloff to honor Carl H. Chrislock. The Rev. and Mrs. 0. J. Haukeness History Award - Awarded annually to a senior student for excellence in history. Established in 1980 by Helen Ranck to honor her parents, the Rev. and Mrs. 0. J, Haukeness. H, R, aendrichdn lllsbry Scholarship* --Awarded annually to students majoring in history with prclrrencc given to llrose who plau a c a m In lhp field, blahlfshed in 1969 by Dr. and Mrs. Carl II.Chrlslork and aegnrentcd Ily otlier conLributlo~~s Lo iinnnr Ihe memory of H. N, Hendrickson, pmkssol uf llistory a1 Aussburg College, 1400- 1952, Library Science Library Student Assistant Scholarship - Established in 1984 by library staff to honor junior or senior students who have given outstanding performance as a library student assistant. Mathematics Mathematics Scholarship - Awarded annually to an able and desenring student in the field of mathematics. Established in 1980 by the Mathematics department. Minnegasco Scholarship - Awarded annually to able and deserving junior/senior students majoring in mathematics or the sciences on the basis of need and academic ability. Established in 1969 by Minnegasco. Metro-UrbanStudies Joel and Frances Torstenson Scholarship in Urban Affairs* - One or more scholarships are awarded annually to upperclass students who actively contribute toward the fulfillment of Augsburg's Mission Statement relating to the College's urban involvement. Established in 1982 by colleagues, former students, and friends to honor the service and leadership of the Torstensons in community development and urban affairs. Music Peggy ChristensenBenson Memorial Scholarship*-Awarded annually to a student of choral music. Established in 1965 by Thomas 1. Benson in memory of Peggy Christensen Benson, an Augsburg College alumna. Prwhrnan Performance Studies Scholarships - Entering freshman music majors who evidence niarkrrf ablllty In their major instrument or voice will receive free lessons in that major nicldium during ihe Rmt two semesters of performance studies. David Gronner Memorial Scholarship* - Awarded annually to two or more students participating in athletics or music, who have demonstrated financial need and/or are of high Christian character. Established in 1975 by Mrs. David Gronner and children Richard, Carol and Paul, and Mrs. Ethel Gronner in memory of David Gronner, Augsburg College alumnus. 0 . I. Hertsgaard Scholarship* - Awarded annually to junior/senior students who have demonstrated proficiency in choral and/or instrumental music, interest or potential in conducting, and promise of overall academic success. Established in 1966 by 0. I, Hertsgaard. Leonard & Sylvia Kuschel Scholarship* - Awarded to upperclass students seeking to acquire musical and performance skills in instrumental music with preference given to those who have shown proficiency in keyboard instruments. Established in 1975 by Leonard & Sylvia Kuschel to honor the beautiful message of music. Edwin W. and Edith 8, Norberg Scholarship* - One or more scholarships arc awardrrl annually to upperclass student(s) preparing for careers in church music. btablish~din 1980 by Edwin W. Norberg to honor his wife's lifelong career in the teaching and ro~iducllngoF piano, organ and choral music. Henry P. Opseth Music Scholarship* - Awarded annually to a sophomore/junior student of outstanding promise in the field o f music. Established in 1953 by his family to honor Henry P. Opseth, chairman of the Augsburg Music Department, 1922-1951. Senior Performance Scholarships - Senior music majors who have attained a cumulative GPA of 3.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Marilyn Solberg Voice Scholarship* - Awarded annually to an Augsburg student who has music as a major/minor and who shows outstanding promise for achievement in the art of singing. Established in 1955 by her parents, Mr. and Mrs, lver Solberg, and her brother Dorvan to honor Marilyn Yvonne Solberg, member of the Augsburg choir from 1950-53. String Scholarships - Awarded to entering students who demonstrate ability on violin, viola, cello, or bass and who intend to pursue their study through performance studies, string ensemble, and orchestra. John & Vera Thut Scholarship* - One or more scholarships are awarded annually to upperclass students who have achieved excellence in performance in voice or piano. Established in 1980 by John and Vera Thut, their family and friends. The Thuts cherished lifelong careers in the teaching of music, three decades of which was at Augsburg. Stuart West Memorial Scholarship* - Awarded annually to a student on the basis of skilled performance or aptitude in instrumental music. Established in 1983 by Mrs. Joan West and children, Kristine, Dale, David, and James. Physics Theodore J. Hanwick Physics Scholarship* - Awarded annually to an upperclass student majoring in physics. Established in 1976 by the Augsburg College Physics Department and friends to honor Dr. Hanwick on his 20th anniversary as a member of the Augsburg faculty. Political Science Political Science Scholarship* - One or more scholarships are awarded annually to upperclass students oursuina careers in Political Science. Established in 1980 bv Professors Norma Noonan and ~ j l e s~teishoel. Scandinavian Studies lver and myrtle Olson Scholarship'- Awarded antlually to an upperclassstudent@)with acadeniic ah~lltv.in lllc ~ ~ u t s uoti la rtpqwe. wit11 concentration in Scandinavian lanquaqes, literar and their familks and friends tulme,h l s l o i ac~rl/orcult~r~~e. ~ t a b l l ! h d In 1903 by l l ~ e lchildren to honor lver and Myrtlv Olson oa the occaslot~ol their golden wedding anniversary. Sociology Adolph Paulson Memorial Prize* -Awarded annually to a student in the general field of Christian sociology. Established in 1936 by members of his family to honor the memory of Professor Adolph Paulson, who taught social science at Augsburg from 1930-35. E xperiences in the classroom are an important part of collene life, but learning and development also occur in formal and informal activities of the college and the metropolitan area. Whether students are residents or commuters, the climate for learning and living at Augsburg will add dimension to their education. Campus Ministry a college of the church, we are concerned about spiritual, a s well as As academicand social growth. Our concern for spiritual growth is evident in the opportunities we encourage and provide for students to explore their own faith. Since our campus is comprised of individuals from many different religious and cultural backgrounds, our worship life is characterized by a similar diversity and richness of tradition. Bible studies, fellowship groups, outreach teams, planning committees, retreats, Peace and Justice forums, Hunger conferences, concerts, plays and movies are examples of the wide variety of activities on campus. This ministry finds its most visible expression in chapel worship where students, faculty and staff gather each Monday, Wednesday, and Friday to give thanks and hear the Gospel proclaimed by a number of speakers and musicians. Each Wednesday night students gather for Holy Communion. We seek to develop a free and open environment where people are encouraged to use and discover the gifts that God has given them. A s a college of the church, we encourage students to form their own values which will be the basis for the kind and quality of life that reaches beyond one's years at Augsburg. The College Pastor has an ofice in the College Center to be readily available for counseling, consultation, support or information. Student Government Through student government students secure a closer relationship with and better understanding of the administration and faculty, and provide input into the decision-making process at Augsburg. Student government also sponsors and directs student activities, protects student rights, and provides the means for discussions and action on all issues pertaining to student life at Augsburg. Student government is organized into the executive branch, the legislative branch, and the judicial branch. Elections are held in the spring for the next year. Freshmen elect their representatives in the fall of their first year. Many kinds of involvement are possible - program planning, writing, editing or service opportunities. If you want to get involved, contact the President or Vice President of the Student Body in their offices in the College Center. Social, Cultural, Recreational Throughout the year, a variety of social and cultural activities takes place on campus as well a s in the Twin Cities. These activities include dances, special dinners, name entertainment, and visiting personalities in various fields. The College Center is the focus of lesiure-time activity on campus. Offices for the College newspaper, the Augsburg Echo, and the yearbook, the Augsburglan, are on the lower level. Many of the clubs that unite classroom or non-classroom related interests meet in the Center. KCMR, a student-operated non-profitradio station serving the needs of Augsburg and the surrounding Cedar-Riverside community, is located in the Mortensen Tower. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra perform on national and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the theatre arts department. Intercollegiate Athletics Augsburg is affiliated with Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division 111. Men annually compete in football, soccer, cross country, basketball, hockey, wrestling, baseball, track, and golf. Women annually compete in volleyball, cross country, soccer, basketball, track & field, and softball. Intramurals Every student is urged to participate in some activity for recreation and relaxation. An intramural program provides competition in a variety of team sports as well a s individual performance activities. Broomball has been an especially popular coed sport. Check schedules for times when there is open use of the gymnasium and ice arena. Student Activities A variety of interests is served by groups and clubs and by events spon- sored by the student government. If you need information or wish t o initiate a new group or activity, contact the Student Activities Director. Student Services ~ u ~ i b college u r ~ doncerned with educating the whole person and - is recognizes t h a t t h e environment for learning is a critical factor in achieving growth. Knowledge grows from more than intellectual endeavors. Expanding relationships, exploring values, identifying life styles, developing autonomy and interdependence, finding purpose and commitment - all combine with intellectual content and skills to produce the educational impact of the college on its students. The Division of Student Affairs supports this task. During the summer before your freshman year, or a t the time of transfer, you will receive a copy ofAugsburg Guide. This book will help you assess the possibilities in your education, choices to make, directions to consider and different destinations for which to plan. Augsburg Guide was designed t o act a s a sort of road map. Center for Student Development The Center for Student Development provides a variety of services t o help make yourjourney rich and meaningful. Some of the opportunities are listed below. Summer Orientation. Students can plan their first academic year and pre-register for classes. Students and their parents get acquainted with classmates, faculty, and staff as well as with the campus. They stay in the dormitory, attend events in the met: ropolitan area and seek answers to many questions about college life. Career Planning and Placement. Students may be uncertain about where they want to be whenthey finish their undergraduate experience, whether their life style will be a balanced one, or how work will provide opportunity for service and fulfillment. Augsburg has a four-year career development plan to help with a personal assessment, explore possibilities, test realities, and prepare for entry into the next phase of life. All new students will have a chance to review their interests with a counselor. Job Service. Augsburg College maintains a referral service in the Placement Office, Center for Student Development, to help students find part-time, temporaty, and summer employment off campus. Job Service initiates contact with employers in the area and the State Employment Service and acts as a clearinghouse to help match students and jobs. Human Development Seminars. A series of informal "mini-courses" is offered each year to help you grow in understanding of yourself and your relationship to others. Such topics as PEER (Positive Educational Experiences in Relationships),Choosing a Major, Issues in Men's and Women's Identity, Assertiveness, Job Seeking, and Sexuality are available. Information on current offerings and opportunity to register are provided several times during the year. Academic Enrichment. Students may want to improve their skills in such areas as reading, studying, note-taking, and testing by attending one or more of the workshops offered. Students also will have an opportunity to meet with a counselor to diagnose needs. If a particular course proves difficult, students can arrange for tutoring through the Center. Counseling and Guidance. Sometimes students find it difficult to cope with relationships or situations which they encounter during their college experience. Counselors are available to help students who are experiencing personal/interpersonal difficulties by providing individual and group counseling and a variety of personal growth groups. Learning Disabilities Program. A Learning Disabilities Specialist and trained peer counselors are available to LD students needing coursework assistance, as provided for by Section 504. Direct services and advocacy are provided in such areas as diagnostic assessment, admissions assistance, orientation and registration assistance, basic skills remediation, orientation to the College, and tutoring. A Learning Laboratoty, word processors, study guides, taped textbooks, and a peer support group are also available to students accepted into the LD Program. A separate brochure detailing services and fees is available through the Center for Student Development. Intercultural Center As a College in t h e city, committed t o t h e values and insights ofcultural diversity, Augsburg offers special advocacy a n d counseling for all minority students in close cooperation with administrators, faculty a n d community. At t h e present time t h e s e efforts concentrate in two major areas: American Indian Support Program. This program provides direct services and assistance in such areas as: recruitment and retention, admissions and financial aids procedures, orientation and registration, coursework selection and career counseling, tutoring, personal and crisis counseling, referrals and followup. The program provides advocacy in areas of health, child care, housing, and employment opportunities, with input into the implementation of American Indian courses and liaison with the Intertribal Student Union. Black Student Program. Augsburg offers a Black student program which provides career and personal counseling, administrative support, and assistance with the admissions process. Black History Month and the Black Student Union are student affairs programs emphasizing Black heritage and participation. The other facet of Augsburg's Intercultural Center focuses on students who are from or are interested in studying in other countries, and in planning activities and events to increase intercultural awareness of students, faculty and staff. Foreign Study. If students are interested in study abroad, they can consult the faculty member who serves as Director of lnternational Programs to check on the many opportunities available. International Students. Augsburg enjoys the academic and cultural participation of its students from countries outside the U.S. The Office of the International Student Adviser helps to orient and advise any student on a student visa, exchange program, or permanent resident status. The adviser handles information on immigration, work permits, and temporary status and arranges an American host for international students. See Augsburg Guide for information about the Cross-Cultural Club. Health Service The staff of Smiley's Point Clinic located on Riverside Avenue across the street from the campus will take care of students' health needs. Visits are free except for special testing or service, and prescriptions are available through the Fairview Pharmacy at cost. Students must check family health coverage to determine if they are included: if not, a student health insurance plan is available. Food Service The Commons,situated on the top floor of the College Center, is the main food serv- ice facility for students, faculty and staff. This pleasant room features small table units for easy conversation and overlooks the College Quadrangleand Murphy Square.The portions are generous and modestly priced. Students on board plan who live in residence halls eat their meals in the Commons. The Chinwag, located on the ground floor of the Center, features short orders and is open through the noon hour and in the evenings. Augsburg provides a variety of board plan options for those living in College houses or nearby apartments. Living on Campus Because Augsburg recognizes that a student's ability to respond to the learning environment depends, in part, upon his or her living conditions, a variety of housing alternatives is provided. The residence hall program promotes student growth by asking students to actively participate in group decision-making. Each residence unit has one or more Resident Staff who facilitate the process of group living and discuss personal concerns with individual students. Augsburg requires all freshmen and sophomores not living at home to live in college-operated housing. Married student housing is available in annex housing and South Hall. Students rent a room at the beginning of the fall term for the entire school year. New students receive room assignments the summer before they arrive a t Augsburg. Upperclass students make housing arrangements in the spring. All resident students must sign housing contracts. Freshmen and transfer students are urged to make the tuition deposit by June 1in order to secure housing. Students who deposit after June 1will be provided housing only if space is available. All students living on campus must pay an advance payment when they sign the housing contract. The fee is credited to the students' accounts when they move into the residence. All new freshmen and some upperclass students live in U r n e s s Tower. This eleven story high-rise houses 324. Each floor is considered a house unit providing 36 students (two to a room), with their own lounge, study and utility areas. Mortensen Tower, the newest residence hall, is an alternative to traditional residence hall living. It contains 104 one- and two-bedroom apartments to accommodate 312 upperclass students. South Hall contains 12 apartments housing 34 upperclass students. W e s t H a l l contains 12 one-bedroom apartments housing 24 upper- class students. A n n e x H o u s i n g provides an alternative opportunity for group living. Groups of upperclass men or women share living space, house responsibilities, and cooking. Houses are located in the campus area. One way to maximize the living and learning of your housing situation is to bid for a Special Interest House. Groups of students have created exciting projects by writing and implementing educational impact proposals on such t o ~ i c sa s Environmental Concerns, Men's and Women's Awareness, 'international Living, Honors Program, and Scandinavian Studies. Mortensen Tower is carpeted, air conditioned, and contains kitchen units. It is otherwise unfurnished. In other residence halls or houses, rooms are furnished except for bed linens, towels, blankets, bedspreads, and lamps. Laundry facilities are available in each residence. Student Riahts The College has adopted a statement of student rights and responsiY bilities and has provided for due process in matters of disciplinary action, grievances, and grade appeal. The Judicial Council is elected by students and faculty and serves to conduct hearings and review matters of concern. Any student who wishes to identify appropriate procedures for complaint should contact the Vice President for Student Affairs. The College operates in compliance with the Family Rights and Privacy Act and Title IX. Students have the right to inspect all official records, files and data which pertain to them and which are maintained in the Office of the Registrar and the P!acement Office and to challenge inaccurate or misleading information. Exceptions are parents' financial records and confidential letters and statements placed in the record before January 1,1975, or placed under conditions where students have signed a waiver of right of access. Students have the right to experience education free from discrimination based on sex, race, ethnic, or cultural background, handicap, creed, marital status or age. Persons seeking additional information on these topics should contact the Center for Student Development or the appropriate coordinator a s listed in the Communication Directory at the end of the catalog. Academic Information ',, 1 I . . . ' i!! A ugsburg College constructs its cumculum upon the premise that students must be educated as full human persons: intellectually, spiritually, and physically. To act effectively, human beings must have a broad grasp of the world from which they have come as well a s the world in which they live. By providing courses in the humanities, natural sciences, and social sciences, the general education cumculum introduces students to the breadth and complexity of knowledge and culture. Required courses in religion are designed to acquaint students with the Christian tradition and encourage them to reflect upon the importance and meaning of spirituality in their lives. Recreation courses offer students the opportunity to develop skills for participation in exercise and sporting activities. Students choose from over forty mqjor areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of cumcular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. General Information D e g r e e s Offered Augsburg offers the Bachelor of Arts, the Bachelor of Music, and the Bachelor of Science degrees. The B.S. degree is awarded to graduates with majors in Music Therapy, Nursing and Social Work. The B.M. degree is awarded to graduates with majors in Music Education and Music Performance. Graduates with majors in other fields receive the Bachelor of Arts degree. Academic Calendar Augsburg follows the 4-1-4 calendar, with Fall and Spring semesters of approximately 1 4 weeks separated by a 4-week January Interim. Students normally take four courses each semester and one course during Interim. A maximum of three courses can be earned in the two annual summer sessions, one of four weeks and one of six weeks. The calendar is coordinated with those of the four other colleges of the Associated Colleges of the Twin Cities, so students can take courses on another campus during the regular term. (See Registration.) January Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The Interim catalog, published in the fall of each year, is distributed to all students and is available by contacting the Interim Office. In addition to classes offered on campus, Augsburg offers a variety of travel opportunities within the United States and abroad, Independent or directed study and internships are among the many Interim options. Augsburg Weekend College follows a trimester calendar (see Augsburg Weekend College). t. -+ - 4 II i' Faculty The heart of any educational institution is its faculty, and Augsburg College is particularly proud of the excellence and commitment of its professors. Most faculty hold the doctorate or other terminal degree, and all consider their teaching to be the focus of their activity. Faculty are involved in research, including such varied studies a s space physics, the history of medieval spirituality, women in the Soviet Union, and homelessness in American cities. Music faculty perform professionally on the local and national level, and studio artists' works can be seen in buildings, galleries, and shows around the country. Augsburg faculty s e e their research a s supporting their teaching. They are actively involved in an exciting faculty development program which introduces them to current thought in many fields but especially in teaching techniques and theories. Augsburg's size and small classes encourage its tradition of close involvement between professors and students. Faculty act a s academic advisers and counselors and participate regularly in campus activities. Every student is assigned a freshman adviser and chooses a major adviser. In this close interaction, faculty act a s both mentors and models for students. Computer R e s o u r c e s Approximately 50 microcomputers, including Apple Ile's, IBM XT's, laboratory computers, and graphics microcomputers are arranged in networks with larger machines, to satisfy standard educational needs. Students and faculty members needing even more computing power also have access to computers at the University of Minnesota. Library and Audio-Visual Services A relaxed atmosphere, a helpful staff and friendly student library as- sistants make the library a favorite place to study. The main library houses over 160,000books, periodicals, records, tapes and films. Music, Chemistry, and Art History slide libraries are located within the departmental areas. A service-dedicated staff provides students with assistance to meet diverse information needs including instruction in the use of the library, standard reference service, guidance in pursuing term paper topics, and directions to other local sources of information. Special arrangements are made for access by students with physical handicaps. Access to over 1,000,000volumes is available via daily interloan and courier service among seven private liberal arts colleges and the Hill Reference Library. Through Minitex, the statewide network, the additional resources of Minnesota and Wisconsin libraries are accessible to Augsburg faculty and students. The Library Audio-Visual Center houses audio-visual materials and equipment and provides access to materials for rent or loan. Assistance with production of slides, transparencies, filmstrips and audio/ video tape recordings is available for faculty and students. Equipment such a s movie and slide projectors and tape recorders may be borrowed for limited periods. Film bibliographies and other advice on materials selection are available. Facilities for classes in broadcasting are located in the Center. Academic Organization and programs Divisions and Departments The college curriculum is offered by 20 departments which are grouped into four divisions for administrative and instructional purposes. Humanities - Raymond Anderson (Chairperson) Art, English, Foreign Languages, Philosophy, Religion, Speech, Communication and Theatre Arts - Earl Alton (Chairperson) Social and Behavioral Sciences - Norma Noonan (Chairperson) Natural Science and Mathematics Biology, Chemistry, Mathematics and Computer Science, Physics Business Administration and Economics, History, Political Science, Psychology, Sociology Professional Studies -Edwina Hertzberg (Chairperson) Education, Health and Physical Education, Music, Nursing, Social Work M q j o r s and M i n o r s Majors, or concentrations of study, may be within one department, within one division, or cross academic disciplines. Some students decide on a major or majors before they enter college. Others test a variety of disciplines before deciding. Normally a major should be elected by the end of the fourth semester and earlier in some disciplines. Details of majors and minors are in the course description section. Unless otherwise indicated, majors are part of the B.A. degree. Students may contact the Registrar about creating a unique major, Mqjors available at Augsburg are: Applied Economics Art History Biology ~ u s i n e s Administration s (Accountina, Finance. International Business, -Management, Management Information Systems, Marketing) Chemistry Communication Computer Science East Asian Studies1 Economics Economics-Business Administration EngineeringZ English Foreign Languages: French, German, Norwegian, Spanish Health Education History Humanities International Relations Kindergarten-Elementary Education Mathematics Metro-Urban Studies Music Music Education (B.M.) Music Performance (B.M.) . . Music Therapy (B.S.) Nursing (B.S.) Occupational Therapys Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Science Social Work (B.S.) Sociology Speech Studio Art Theatre Arts Transdisciplinary Minors available at Augsburg are: Art History Biology Business Administration Chemistry Communication Computer Science East Asian Studies East and Southeast Asian Studies Economics English Foreign Languages: French, German, Norwegian, Spanish Health Education History International Business Management Information Systems Mathematics Music Philosophy Physical Education Physics Political Science Psychology Religion Russian Area Studies1 Scandinavian Area Studies Social Welfare Sociology Speech Studio Art Theatre Arts It 1s posslble for students to complete other maJors through the Associated Colleges of the Twln Cltles (ACTC). Students who wlsh to complete a maJor oflered a t one of the other ACTC colleges must apply through the Augsburg Registrar's Ofpce. 1 - Cooperatlue Program of the Associated Colleges ofthe 7Luln Cities and agree- ments with the Unluerslty of Minnesota. It is possible for students to take beglnning and intermediate courses in Chinese, Japanese and Russian. 2 - Dual degree programs with the University ofMinnesota Institute of Technology, Washington Unluerslty School of Engineering and Applied Science, and Mlchlgan Technological Unluerslty. 3 - Dual degree program with Washington Unluerslty School ofMedlclne. Teaching Licensure Teaching Licensure programs a r e offered a t Augsburg in KindergartenElementary Education a n d t h e following fields in Secondary Education: English-Language Arts, French, German, Health, Life Science, Mathematics, Physical Science (Chemistry o r Physics), Science (Grades 5-9), Social Studies, Spanish, Speech, Theatre Arts, a n d in t h e special areas ofArt (K-12), Band (K-12) and Classroom Music (Grades 5-12),Orchestra (K-12) a n d Classroom Music (Grades 5-12),Vocal a n d Classroom Music (K-9), Vocal a n d Classroom Music (Grades 5-12), a n d Physical Education (K-12). Students planning t o teach o n t h e secondary level have advisers both in t h e Education Department a n d t h e area of their academic major(s). Certification Programs Special programs certifying skills a n d knowledge h a v e b e e n established a t Augsburg t o increase vocational possibilities and/or enhance personal growth: Certificate in Art - requires eight courses, one of which must be in art history. Special professional or avocational concerns of those wanting to teach art in less formal circumstancesthan a college are addressed. For further information, contact the Art Department Chairperson. Church Staff Work Certification - is designed to prepare for full-time specialized lay work in the Lutheran Church. It consists of nine courses for a Church Staff Worker major in Religion plus additional specialized courses in psychology, sociology, speech and physical education. The program is designed to meet or exceed criteria used in The American Lutheran Church certification program. Interested students should contact the Religion Department Chairperson. Program Evaluation Certification - provides the background for performing systematic assessments of programs for social improvements. Students are required to complete a group of five psychology and sociology courses, including an internship. For further information, contact the Psychology or Sociology Department Chairperson. Women's Studies Certification - may be earned by completing six courses focusing on women's perspectives. Each individually planned program should include courses in the social sciences, humanities, or other academic areas focusing on women, lnterested students should contact the program chairperson. Pre-Professional Programs S t u d e n t s who plan t o enter t h e fields of law, medicine, occupational therapy, dentistry, t h e ministry, veterinary science, pharmacy, o r engineering c a n profit from a liberal a r t s education a t Augsburg. It i s r e c o m m e n d e d t h a t r e q u i r e m e n t s for a d m i s s i o n to g r a d u a t e s c h o o l s o r seminaries be reviewed a n d t h e course of study a t Augsburg planned accordingly. A faculty adviser is available in e a c h field t o assist s t u d e n t s in their planning. S t u d e n t s w h o want t o plan a pre-professional program should contact t h e Associate Academic Dean early in their freshman year t o arrange for help from t h e appropriate faculty a d viser. Pre-Dentistry- These courses are recommended to fulfill the minimum requirements of the School of Dentistry at the University of Minnesota: ENG, 2~ourses;810 111,112; PHY 121,122; CHM 115,116 (or 105,106),351,352; MAT 124; ~ ~ ~ 1 0 5 . Requirements at other universities may vary. Pre-Engineering -This program provides a course of study which enables students to complete introductory core requirements in mathematics, science and the liberal arts necessary for engineering. Some students in the program choose to transfer after two years to an institution granting degrees in engineering, while others elect to participate in a dual-degree program. Augsburg College has cooperative arrangements with three universities to allow the student to earn a Bachelor of Arts degree from Augsburg College and an engineering degree from either the University of Minnesota Institute of Technology, Minneapolis; Washington University School of Engineering and Applied Science, St. Louis, Missouri: or Michigan Technological University, Houghton, Michigan. The dual-degree programs afford students the opportunity to combine a strong background in the liberal arts, including an elected major, with the study of engineering. Pre-Law - Students considering a career in law should examine the handbook published by The Association of American Law Schools and consult the Augsburg prelaw adviser, Dr. Myles Stenshoel. Students may wish to take the course POL 170 (Law in the United States) to help determine their interest in law. Pre-Law studentshould major in a discipline of their own choosing, and will satisfy most law-school entrance requirements with a record of solid achievement in the liberal arts. Pre-Medicine - Many medical schools are encouraging a liberal arts education to prepare for study in medicine. At Augsburg, the biology and chemistry departments have majors specially designed for pre-medical students. Both require CAM 115,116 (or 105, 106), MAT 124, 125: and PW 121, 122. The Chemistry major also requires CHM 353,361, one advanced course, seminar, and two or more biology courses. The Biology major also requires 810 111, 112, 491 and one from each of three groups (351,353, 361), 1355,473, 47Y), (440, 471,476), with 353 and 355 especially recnmmenrlccl Tor rnedical school. Designed lo mcet the University TMinnesota (Minneapolis) requirements, both programs also encourage coursr.s in the behavioral sciences and humanities, including psychology and sociology. The University of Minnesota (Minneapolis)requires two years of English. Requirements at other medical schools may vary. Students are encouraged to consult with the faculty adviser early in the freshman year. Pre-OccupationalTherapy - Augsburg College has a cooperative arrangement with Washington University in St. Louis, Missouri, to allow students to earn a Bachelor of Arts degree from Augsburg and a Bachelor of Science degree in Occupational Therapy from Washington University. Prerequisite courses for the Occupational Therapy Program include ENG 111,BlO 111,112 and 323 or 353; CHM 105 or 115: PW 103; PSY 105.351.362: SOC 121.336. SOC 362 or MAT 373. Pre-Pharmacy- Augsburg has a program designed to fulfill minimum requirements of the Colleae of Pharmacv at the Universitv of Minnesota: BIO 111.112: CHM 115. 116, 351, 352; ECO 1 2 2 : " 1~11 ~ and ~ a iecond course; MAT 124, 125: PHY 121, 122; electives from humanities, literature and the arts to fulfill the semester hour requ~rements.Requirements at other universities may vary. -~ -~ - - - ~ ~ 0 - - ~ 7 Pre-Seminary - A student may enter a theological seminary with any of several different majors, such as history, philosophy, English, psychology, sociology, or religion. Recommended preparation includes REL 111,221; at least two semesters of history (Western Civilization);one or more courses in the history of philosophy; and Greek in the junior and/or senior year. Pre-Veterinary Medicine - To meet minimum requirements of the College of Veterinary Medicine at the University of Minnesota, these courses are recommended: ENG, 2 courses; MAT 124; public speaking, 1 course: CHM 115, 116 (or 105, 106), 351, 352, 353; 810 111,112; PHY 121, 122; economics, 1course; 2 courses in art, literature, music, humanities, theater, or upper division foreign languages; and anthropology, economics, geography, history, political science, psychology or sociology courses to fulfill the rest of the distribution requirements. Requirements at other universities may vary. Inter-Institutional Programs Augsburg cooperates with other colleges a n d institutions in t h e Twin Cities a r e a o n several programs. Library and Media Center - Through CLIC, the Twin Cities private colleges library consortium, and MINITEX, the statewide library network, the Augsburg community has access to over 5,000,000volumes, Associated Colleges of the Twin Cities (ACTC) - Full-time students at Augsburg and the St. Paul colleges of Hamline, Macalester, St. Catherine and St. Thomas may elect a course each semester at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music and some independent studies. See Independent Study for further details. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. The colleges have coordinated calendars. The interim term may also be taken on another campus. A regularly scheduled bus shuttles students between the campuses. Augsburg College also cooperates with other colleges in planning study opportunities for the January interim. Higher Education Consortium for Urban Affairs (HECUA) - Augsburg, in cooperation with fifteen other colleges and universities in Minnesota, Wisconsin, Iowa, and South Dakota, develops and offers off-campus study semesters in Scandinavia, South and Central America, San Francisco, and the Twin Cities. All HECUA programs are interdisciplinary and address the critical issues associated with social change and the human community. The consortium also facilitates innovative curricular endeavors, an interchange and sharing among faculty, cooperative research, international and experiential education, and conferences on planning and metro-urban studies. Chemical Dependency Program - A cooperative effort between Augsburg College and Minneapolis Community College in downtown Minneapolis has resulted in the establishment of a four-year program in social work, sociology or psychology with a chemical dependency specialty. The program is designed to train specialists to help professional people in dealing with chemical dependency problems. Courses are taken both on the Augsburg and Metropolitan campuses. Conservation of Human Resources (CHR) - These co-learning classes bring together Augsburg students, prison inmates, mental hospital patients, guards, and students at rehabilitation centers. Classes are held at such places as the Shakopee Institution for Women, Stillwater State Prison, Trevilla of Robbinsdale (a center for the severely physically handicapped), or on the Augsburg campus. The classes offered through several departments give students first-hand views of the prisons, hospitals and rehabilitation centers. The response of students involved in the courses, both from Augsburg and the institutions, has been extremely favorable. Air Force ROTC - Augsburg students may participate in the Air Force ROTC program at The College of St. Thomas under the ACTC consortium agreement. Students are eligible to compete for 2- and 3-year AFROTC scholarships. For more information, contact the Dean of the College. Naval ROTC - Augsburg students may participate in the Naval ROTC program at the University of ~iniesotaunderan ag;eement between Augsburg, the ~ i i v e r s i of t~ Minnesota, and the program. For more information, contact the Dean of the College. Opportunities for Study Abroad Several types of international experience a r e available to Augsburg students. S o m e of t h e m a r e briefly described below. For application procedures a n d further information, s e e t h e Director of International Programs. Since there i s a limit o n t h e number of students who may study a b r o a d e a c h year it i s wise t o apply in t h e fall prior t o t h e year o n e wishes t o participate in a n international program. T h e d e a d l i n e i s March 1of t h e preceding year. Associated Colleges of the Twin Cities Programs - Students may participate in the ACTC program in Germany and Vienna, spending January and February in intensive language study in Germany, and March through May in a regular semester program in Vienna, where a variety of course offerings is available. HECUA (Higher Education Consortium for Urban Affairs) - Augsburg students join students from other colleges and universities in five different full semester programs in Scandinavia, South and Central America, San Francisco and the Twin Cities. All programs are interdisciplinary and emphasize the impact of social change and cross-cultural factors on the human community, HECUA programs emphasize intense language experience, internships, and field trips. Interim - Study abroad during the interim is planned for each year. See listings under the Augsburg Interim Catalog and in the brochure on Interims Abroad issued in spring for the following January. Augsburg is affiliated with the Upper Midwest Association for Intercultural Education (UMAIE). International Business Program - Augsburg College International Business Program offers students the opportunity to spend a year of study in London, Paris (American College), Cairo (American University), or Heidelberg. A major concentration in international business requires Business Administration courses taken at Augsburg and international core courses studied at one or two of the campuses abroad. See Business Administration-InternationalBusiness. Program in Global Community - Augsburg's 3% month li~ing~learning program based in Cuernavaca, Mexico, focuses on the study of issues related to global justice and human liberation in the light of Christian proclamation, Includes intensive Spanish instruction,group trips, home stay with a family, and cultural activities. The cost, including travel, is equivalent to full room, board, and tuition for one term at Augsburg. Application and interview required, enrollment limited. See Center for Global Service and Education. Student Project for Amity Among Nations - Augsburg participates in the SPAN program. This is a joint venture of the University of Minnesota and several colleges in the state. Each year three or four countries are selected, and qualified students are granted partial scholarships to enable them to spend a summer in informal study in one of the countries chosen. Applications to the program are made in the spring of the freshman or sophomore year. The SPAN program consists of three stages: language study and group meetings during the school year before departure, independent study abroad on a topic of one's choice during the following summer, and the writing of a paper upon return. Semester or Year Abroad - Arrangements have been made under which Augsburg students may spend their sophomore or junior year in study at a number of foreign educational institutions. Among them are the University of Oslo, Norway: Schiller College in London and Heidelberg: the University of York, England: the University of Dundee, Scotland: the University of Seville, Spain: and the Institute for American Universities in Avignon, France. Summer School -There is a wide variety of possibilities for those who wish to spend a summer studying abroad. Recently Augsburg students have spent summers in Norway, Spain, Mexico, France, Greece, Germany, and England. Those interested in further information should contact the Director of International Programs. Honors Program The Honors Program a t Augsburg provides opportunities for qualified students to pursue a n enriched and distinctive course of study. The major components of the Program include a limited sequence of honors during the freshman and sophomore year, special extra-curricular seminars, a program of cultural events each semester, and a senior capstone interim. The Program challenges our finest students to distinguish themselves. Students are ordinarily recruited a s freshmen, but may enter later by petition. Please send inquiries to Dr. Diane Pike, Director of Honors. Cooperative Education, Internships and the Liberal Arts Through Cooperative Education and Academic Internships, Augsburg College students integrate their liberal arts education with the world of work. Each placement is closely related to a student's major or career interest. An underlying assumption is that a liberal arts education is a n effective form of career preparation. Augsburg's Cooperative Education and Academic Internship Programs link employers and faculty in a way that enriches and expands a student's educational experience. This on-the-job experience a d d s breadth and depth t o the liberal arts curriculum and helps students make more informed career decisions. Augsburg's liberal arts education is enhanced by the college's metropolitan location and the broad range of opportunities in the Twin Cities. Co-op Ed and Internships expand these mutually beneficial relationships and the resulting partnerships among employers, educators and students. Augsburg has been a leading proponent and provider of experiential education for many years. Both Co-op Education and lnternships are voluntary and available throughout the cuniculum. Each academic department determines the extent of its involvement in either program and the amount of credit it will allow. The Associate Academic Dean coordinates the Internship Program with assistance from Career Services. Co-op Education and lnternships are separate and distinct from programs which require clinical experience, practicums, residencies and/ or student teaching in order to fulfill the professional training associated with accredited programs. However, many students participate in Co-op Education and lnternships prior to and following these required assignments. Upper division internships are numbered 399 and lower division internships are numbered 199. Registration for internships consists of the followingsteps. A learning agreement (forms are available from the Associate Academic Dean's oflice) must be negotiated with the faculty member responsible for grading the experience. The grading system, activities, and appropriate level must be agreed upon. The completed learning agreement is returned to the Associate Dean's oftlce. An internship card (with the description/location) signed by the faculty member and Associate Dean must be turned in to the Registrar's Office at registration time. Students are not encouraged to registerladd until an actual experience has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalog under grading. A maximum of four courses of internship may count toward the 35 courses required for the degree. Independent/Directed Study Many departments offer opportunities for conscientious students who demonstrate sufficient background and preparation in a given field to cany out upper division level work on an independent basis. Courses are numbered 499. (Some departments have been given faculty approval to offer '12 course credit under 498. The Speech, Communication and Theatre Arts department uses 495 for independent study in Communication.) Many departments also offer an opportunity for directed study on a lower division level. These courses are numbered 299. Arrangements between students and instructors should be made in advance of the period of initial registration. The grading system and appropriate level must be agreed upon, lndependent and directed study course numbers are used only for study different in content from courses already listed in this catalog. An agreed title must be reported on the appropriate form to the Registrar's OWce at registration time. The faculty member giving the grade must sign the form. Students are not encouraged to registerladd until an actual study has been arranged, but they must make arrangements by the end of the registration period. For extension of study beyond one term, see the section of the catalog under grading. A maximum of two courses in lndependent Study and/or Directed Study may count toward the 35 courses required for the degree. Students may cross-register for independent studies at another ACTC school only when the major field in which the independent study is proposed is not available on their home campus, and will be charged by the host campus for any special costs attached. Requests for exception to this policy should be made directly to their own academic dean. Augsburg Weekend College Augsburg Weekend College provides an educational alternative for adult students who work or have other commitments during the week. It is a means by which men and women may earn a college degree, complete a second major, or pursue a personal interest or skill. Weekend College classes meet on alternate weekends and there are three trimester terms during the early September through June academic year. Students may take from one to four classes each term. While Augsburg Weekend College program involves the same courses a s the day school program, the curriculum is limited to selected liberal arts courses and the following majors: Business Administration (specializations in accounting, finance, management, management information systems, and marketing), Communication (concentrations in human relations, public relations/advertising, and supervisory management), Nursing, and Social Work. Continuing Education Program Augsburg College offers a number of courses, both credit and noncredit, through its Continuing Education Program. Classes are generally in the evening. Since continuing education courses are offered on a semester-hour basis, the courses vary in length from four weeks to fourteen weeks. Students wishing to know more about Augsburg's continuing education offerings should call or write the Office of the Associate Dean. Center for Global Service & Education The Center for Global Service and Education was founded at Augsburg in 1982with a commitment to education which both expands our world view and deepens our understanding of issues related to global peace and justice. Students can participate in a number of forums, seminars and conferences that focus on global issues. In addition, a spring semester program in Mexico, The Program in Global Community, and occasional interims allow more in depth exposure to these topics. Academic Policies and Procedures Registration A student must be registered for a course to receive credit for it. Students normally register for four courses a semester and one course in the interim. Students registered for three or more courses in a semester are classified as full-time students. To register for more than 4.5 courses, students must contact the Registrar's office to petition the Committee on Student Standing for permission. Although a student may register up to two weeks after the semester begins, registration is encouraged at the regularly scheduled time. Special fees are charged for late registration. Special fees also are charged for cancelling or adding courses or changing grading option after the first five days of a semester. A joint class schedule is published each Spring by the Associated Col- leges of the Twin Cities, listing courses and their location at the five colleges for the following semesters. Separate catalogs of courses are published by the Interim Office, Summer School Office, and Weekend College Ofice for those sessions at Augsburg, listing registration times and procedures. Specific information on registration and help with registration on another campus are available from these offices: - Office of the Registrar Science 114, for Fall and Spring terms Interim Office - Memorial 230,for Interim Summer School Office - Memorial 230,for Summer School Weekend College Office - Memorial 329,for Fall, Winter and Spring trimesters of Weekend College. Pre-Registration Freshmen and transfer students may pre-register during summer for courses in the fall. All currently enrolled students may pre-register during the fall for the spring and during the spring for the fall. All students must confirm their registration at the beginning of each semester and complete financial arrangements. Withdrawal from College Students are urged not to abandon courses for which they are registered, since this results in a failing grade on the official record. Cancellation of courses or withdrawal from College must be done in the Registrar's Office. Withdrawal from college cannot occur during final examination week unless a petition is approved by the Student Standing Committee. Withdrawal from college and resulting adjustments in accounts are effective a s of the date the completed Withdrawal from College form is returned to the Registrar's Office. Leave of Absence Students may request a Leave of Absence for academic or personal reasons. A request form must be picked up from the Ofice of the Dean of the College. It must be signed by the Dean of Students, or authorized representative, and by the Dean of the College, or authorized representative. The completed form must be tumed in to the Registrar's Office. A Leave ofAbsence may be granted for one term or one academic year. If an extension of a Leave ofAbsence is needed, it should be requested in the same manner a s the original Leave of Absence, and the completed form must be tumed in to the Registrar's Office before the expiration of the previous Leave of Absence, or readmission will be required. Students on leave are responsible for keeping the Registrar's Office informed of their mailing address. All deadlines for financial aid and housing must be observed by returning students. A Leave of Absence does not defer repayment of loans or extend incomplete deadlines. Graduation Requirements The responsibility for seeing that all degree requirements are satisfied rests with the student. Academic advisers, department chairpersons, the Academic Dean and the Registrar are available for counsel and assistance in program planning. Former Augsburg students, readmitted to complete a degree, have a choice between using the catalog in effect when they first enrolled, or using the catalog in effect at the point of readmission. Each student must apply for graduation at the time specified by the Registrar. Application forms are available in the Registrar's Office. All degree and course requirements must be completed and verified in the Registrar's office prior to the anticipated date of graduation (there may be no incompletes or open courses on the academic record). See the separate section on Graduation with Distinction to learn about requirements for these honors. 1. Completion of 35 courses. At least 11courses must be upper division, numbered in the 300s and 400s. Not more than 13 may be in one department, except in certain approved majors - 1 7 (MusicEducation) or 20 (Music Performance) for the Bachelor of Music degree, and 1 8 for the Bachelor of Science (Music Therapy) or Bachelor of Science (Nursing)degree. The course total must include three Interims for students whose complete academic work is at Augsburg. For transfer students, the course total must include one less interim course than the number of years at Augsburg. No more than these maximums may be applied toward the 35 total courses required: 4 Conservation of Human Resources (CHR) courses; 2 courses by independent/ directed study: 4 courses of internship: and 8 courses with a grade of Pass (P). Non-traditional grading (P)also has these limits: 2 in the major except Elementary Education and Nursing: 1in the minor if approved by the department chairperson. Students who enter an academic program with a baccalaureate or higher degree should contact the Registrar's Office about specific requirements for a second baccalaureate degree or for the equivalent of a major. 2. Completion of a mqjor. Requirements for each major are listed under the departmental headings. A minor or double-major is not required, but is encouraged. 3. Grade Point average 2.0 for most mqjors. A grade point average of 2.0 is required over all courses taken and over all courses which apply toward the major. Some majors, licensure, and certification require higher grades in each course or a higher grade point average. (For example, see licensure in education, music education, music performance, music therapy, nursing, social work.) See the departmental section for details. - 4. Residence The last year of full-time study or equivalent (minimum of 7 courses for part-time students) must be at Augsburg. Contact the Registrar if an official interpretation is needed. 5. Distribution requirements (See below) Distribution Requirements Writing - A course in writing (English 111)or certification of demonstrated proficiency by the Department of English. Exemption tests are given during the summer and fall orientation periods. Liberal Arts An approved course from each of these seven areas: Mathematics-Physics Chemistry-Biology English-Speech, Communication & Theatre Arts (devoted to the study of literature) Psychology-Sociology Economics-Political Science History-Philosophy Art-Music . A list of approved courses is available from advisers and the Registrar's Office. Foreign Languages - Two courses (111and 112) of one foreign language at Augsburg. Students who test above the 111level of a foreign language will take one additional course at placement level in that language or two courses (111and 112) of another foreign language. International students should consult with the Registrar. Religion - Three approved courses in religion, of which not more than one may be an interim course. For transfer students, the number required is one for each year of study or equivalent at Augsburg. Urban Concerns, or Women's Studies, or Minority Studies One course. Courses approved to meet this requirement are published each term. Information is available at the Registrar's Office. Lifetime Sports - Two different lifetime sports or demonstrated proficiency in two different lifetime sports. English as a Second Language (ESL)Program Students who declare a language other than English to be their primary language, or are citizens of another country, must take the ESL placement test in conjunction with the English writing placement test at orientation. Students' placement in ESL, Developmental Writing, or Effective Writing will be determined by their scores on the Michigan test (8090 range for exemption) and by a writing sample. Near the end of each term of English a s a Second Language an objective test will be administered to all students in the class. The score on this test and the grade eamed in the class will determine whether additional ESL course work is required. Usually a score of 80 to 90 and a grade of 3.5 or 4.0 will fulfill the student's ESL requirement. If students do not meet the ESL requirement, they will remain in ENG 2171218 until they meet the criteria stated above. Academic credit will normally be granted for no more than two courses. Students who fulfill the ESL requirement, by testing out or by completing the course, will be exempted from the foreign language requirement for graduation. Evaluation and Grading Student achievement in courses is measured primarily by final examinations. Shorter tests, written papers, oral reports, and other types of evaluation also are used. Most courses are offered with grading options - traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit system, in which P means a grade of 2.0 or better and N means no credit and a grade of less than 2.0. Students are cautioned to use the PIN grade option with care since some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a "C". Transfer students are cautioned that P-graded courses do not count in the requirement that 1 4 traditionally graded courses be eamed at Augsburg in order to be considered for graduation with distinction. See PIN limitations under Graduation Requirements. Certain courses are offered on one grading system only. Sociology 383 and several interim courses are graded only on the PIN grading system. Some education courses are graded only on the PIN system or only on the traditional system. English 111is graded P or N, or 2.0-4.01 N. Some other courses are graded only P, 1.0, N. Chemistry Seminar and Lifetime Sports are graded PlO.0. In courses where there is a choice, students will be graded on the traditional system unless they indicate on their registration that they wish to use the PIN grading option. Any changes in choice of grading system must be made according to dates published each term. A fee is charged for any changes after the first five days of classes. Explanation of Grades Number grades are used with these definitions: 4.0 Achieves highest standards of excellence 3.5 3.0 2.6 2.0 1.5 1.0 0.5 0.0 Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Grades of P (Pass) or N (No credit) are not computed in the grade point average. A grade of P represents work at or above the 2.0 level; N represents work at the 1.5or below level. An incomplete grade may be given only in the case of extreme emergency. To receive it, a student must file a petition with the Committee on Student Standing stating the reasons for the request, the plan and date for removing it, and comments from the instructor. If permission is granted, the incomplete must be removed during the following semester, or it becomes the grade submitted by the teacher along with the incomplete. Internships, independent studies, and directed studies may sometimes last longer than one term. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first term of registration. A grade ofX is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. The Registrar's Office will automatically continue the registration in response to an X grade. A final grade will be issued at the end of the term in which the work is completed and evaluated (but not longer than one year).An instructor reserves the discretion of not giving an X where satisfactory progress is not demonstrated. Withdrawal from college, or dropping these continued courses will terminate their registration. Under this circumstance, a re-registration as 1 X by the student would be necessary if done during registration periods within one year of initial registration; if done after one year, a new registration would be necessary. A course in which a grade of 0,0.5,1.0,1.5, N, I, or X has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken and grades earned each term remain on the academic record. Only the credits and grades earned the second time, for legitimately repeated courses, are counted toward graduation and in the grade point average. A course is given a grade of W when it is dropped after the deadline for dropping classes without a notation on the record. Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V).Full-time students may audit a course without charge. The charge for part-time students is listed under College Costs. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance and any other requirement. If expectations have been met, the course will be listed on the transcript a s having been audited. If expectations have not been met, the course will be listed with a grade of W (Withdrawn). Grade Point Average The grade point average (QPA)is based on final grades For all work at Augsburg. It does not include credit and grade points for work tmnsferred from other colleges. Courses taken on the P/M grading optlon are recorded, but not computed in the GPA. Classification Students are classified in August and at the end of the fall and interim terms. Sophomores - 7 courses completed with at least 14 grade points. Juniors - 1 6 courses completed with at least 32 grade points. Seniors - 25 courses completed with at least 50 grade points. Advanced Placement Advanced placement in courses beyond the beginning level is granted to students with scores 0f3,4, and 5 on the CEEB Advanced Placement Program Test. Additional credit or placement is at the discretion of the department. Inquiries should be addressed to the Office of the Registrar. Assessment of Previous Learning (APL Program) Augsburg College recognizes that learnlng car1 and does tatre place in many 1lfe sltuations. Some of lhls learning may b e appropriate for credit recognition within the disciplines that compose the academic program of a liberal arts college. The APL program (Assessment of Previous Learning) at Augsburg provldes a means by which a student's previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a baccalaureate degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: 1)it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum and 2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have their previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: The College tm-4 Examination Program (CLEP) is a serks or slaridardized tests which have been developed hy The College Board arrd are offered lo students for a small Tee at reglorial testing t.enters. (The reglonal testlng center for this area Is the Unliiererslty or Minnesota,) Students who score at or above the 65th percentile on a subject examination may receive academic credlt Tor that suh,ject at Augshutg Col3ege. AddlUonal Information ahout CLEF L e t s Is available from lhe Orflc~of the Registrar. Departmental Comprehensive Exams are available for students to use in obtaining credit for previous learning if the following conditions are met: A. There is a departmental instrument available for subject area in question. B. There is a faculty member designated by the department to administer the exam. C. The Student Standing Committee approves the student's request to take the exam. Credit for departmental exams is available on a passjno credit basis only, and there is a charge per exam. The Credit Assessment Program (CAP)is a credit assessment alternative in which a faculty committee completes a credit evaluation of a learning portfolio submitted by the student. The faculty committee is composed of the Registrar and two faculty members from fields of study directly related to the student's previous learning. Informational meetings and consultation are provided for students who wish to prepare a portfolio of previous learning for credit assessment. This may include a personal meeting with the CAP Committee. In completing the evaluation of a student's previous learning, the CAP Committee applies the following criteria: A. There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed and/or systematic study of content material found within liberal arts coursework. B. The learning has been objectively verified by individuals in addition to the presenting student. C. The learning lends itself to both qualitative and quantitative measurement. D. The learning relates well to the student's educational goals. E. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least four courses of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.5. There is an application deposit (applicable to transcript charge) to initiate the credit assessment process, and a charge for each semester credit applied to the student's transcript. Transcript credit will be granted on the basis of semester credits, and the total number of credits granted will be divided by four to determine the number of courses applied to graduation. These credits will be recorded with the course number of CAP 2xx. Application of this credit toward distribution requirements and academic majors and minors may be subsequently addressed by the departments involved in response to a formal request by the student, Maximum Credit Accepted for Previous Learning - While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg places a maximum of nine courses (one-fourthof a baccalaureate degree) on transcript credil that is obtained through previous experiential learning, In camplling the nlne courses or credit for prevlous experiential leaming, the student may use any combination of the three assessment processes available in the APL program: CLEF exams, departmental exams, and credit granted through CAP Committee assessment. Probation and Dismissal Students will be placed on scholastic probation at the end of the term if their achievement is unsatisfactory. Students who have been on probation two or more consecutive semesters are subject to dismissal at the end of the term. Dismissal from the College is not automatic. Each case is reviewed by the Committee on Student Standing. Students who have a poor academic record may be strongly advised to withdraw before the end of the term. Those on probation for two terms who withdraw from the College voluntarily must have special permission to reenroll. Students having taken 3 or more Augsburg courses will be placed on probation under these conditions: Freshman - below 1.6 cumulative GPA or 2 zero grades, having taken fewer than 7 courses. Sophomore - below 1.7cumulative GPA or 3 zero courses, having taken 7 but fewer than 16 courses. Junior - below 1.9cumulative GPA having taken 16 but fewer than 25 courses. Senior - below 2.0 cumulative GPA having taken 25 or more courses. They will be removed from probation when the cumulative GPA reaches the minimum levels above. Students placed on probation a s freshmen for earning 2 zero grades will be removed from probation if their classification changes to sophomore, they have not earned additional zero grades, and their cumulative GPA reaches 1.7.Students placed on probation a s sophomores for earning 3 zero grades will be removed from probation if their classification changes to junior and their cumulative GPA reaches 1.9. Dean's List The Dean's List is compiled after each semester, listing students whose grade point average for a semester is 3.5or better, based on a minimum of three full courses, or equivalent, graded on the traditional grading system, with no incompletes in courses offered for credit. Each student on the Dean's List receives a certificate and, if permission is given, an announcement is sent to the hometown newspaper. Graduation with Distinction Graduation with distinction is determined as follows: Summa cum laude 3.8to 4.0cumulative GPA Magna cum laude 3.6up to but not including 3.8cumulative GPA Cum laude 3.3up to but not including 3.6cumulative GPA To qualify for graduation with distinction, transfer students must have completed two years (14traditionally graded courses) of work at Augsburg. Veterans of Military Setaiice Augsburg is approved by t h e State Approving Agency for Veterans Training. Veterans should consul1 with the Office of the Registrar about cornpl@Lionor Lhe enrollment certificate and the forwarding of other information to the Veterans Administration. Veterans will be referred to the State Approving Agency after any period of two consecutive terms in which they did not earn at least three courses per term, the minimum for classification a s full-timestudents. It is the responsibility of each veteran to report any change in registration and/or academic load to the Ofice of the Registrar, a s it is for all students. If less than full-time, veterans will be referred to the State Approving Agency after any period of two consecutive terms if they did not earn the equivalent of what they had been certified for. A non-punitive grade which brings a veteran's academic load for the term below three courses will be reported to the Veterans Administration. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of educational assistance funds received. and IFYogams Course Descriptions Maior & Minor Requirements A s a liberal arts institution, Augsburg College operates with a belief that knowledge and truth are interrelated and are integrated into a whole. The tradition of the academic world, however, divides this unified truth into more manageable parts: the academic disciplines. The knowledge of individual disciplines is subdivided into courses which make it more accessible to students. These courses can be arranged in various ways to construct mqjors, to create the substance of a broad general education, and to give students the opportunity to study areas of particular individual interest. Descriptions of courses are arranged by departments and programs. These descriptions offer a brief summary of the subject matter covered in individual courses to aid students in planning a program. A syllabus containing a more detailed explanation of content, approach, and requirements for a particular course can be obtained from the instructor. Department entries also contain a narrative discussion of the educational philosophy of each department, its goals, and its place in the college's program. A listing of requirements for individual mqjors follows the narrative. Courses and terms listed are subject to change. In general, classes are offered Fall and/or Spring terms, unless another frequency is specified. The Schedule of Classes published each spring lists offerings and locations for Fall and Spring terms. Descriptions and schedules for courses offered in January Interim, Summer School and Augsburg Weekend College are published in separate catalogs. Credits A full course is offered for one credit. A few fractional courses, for one-half or one-quarter credit, are offered in the Division of Professional Studies. A full course has the approximate value of 4 semester credits or 6 quarter hours. Most courses meet for three 60-minute periods or two 90-minute periods a week, in addition to laboratories. Numbering Courses numbered below 300 are lower division courses. Courses numbered 300 and above are classified a s upper division. In general, courses in the 100s are primarily for freshmen, 200s sophomores, 300s juniors, and 400s seniors. Prerequisites Courses that must be taken before enrolling in a higher level course are listed in the course description. A student may enroll in a course when a prerequisite has not been fulfilled if there is prior approval of ,a professor teaching the course and of the academic adviser. Art Department (ART) Art is important as a field of study for our modern age. Our survival as a culture may very well depend on whether we are able to create order and beauty in the design and function of communities. Realizing this, we have made design and sensitivity to all aspects of visual experience central to the art program at Augsburg. Giving and receiving visual messages is so much a part of everyday life that it is often taken for granted. At the same time, however, the interchange of visual ideas is frequently misunderstood. The task of the artist, art teacher, and art historian is to celebrate visual experience through a variety of media and art examples. In short, the visual arts teach us how to see. Because of the College's commitment to the liberal arts, the visual arts, as taught at Augsburg, draw ideas and inspiration from all disciplines.Art as a human activity does involve manual skill, although to become broadly significant it should interact with the content available in other fields, such as language, history, drama, music, literature, philosophy, theology, business, physical education, and science. A liberal arts college, such as Augsburg College, is an ideal setting for the study of art because it provides a constant possibility for the interaction of ideas, disciplines, and attitudes. At Augsburg, art study is further enhanced by associations with a significant number of art galleries and museums in the Twin Cities area. Hundreds of specific careers exist in the general area of art. Augsburg graduates have established careers in such fields as teaching in public schools and colleges, anthropology, pottery making, antique restoration and sales, film and video work, portrait painting, and gallery and museum work. The future holds a great deal of promise for artists who can combine skills with a breadth of understanding. Art Faculty: Philip Thompson (Chairperson), Kristin Anderson, Lynn Bollman, Robert Friederichsen, Norman Holen, Dorothy Williamson. Studio Art Major: 9-13 studio courses with foundations 102,107, 225; 3 art history courses including 240. One course must be in 2dimensional art (118,223,360)and one in 3-dimensional art (150, 221,250). Majors are required to begin their programs with the Foundations, although advanced placement is possible with portfolio on approval by the Art faculty. Teaching Licensure Mqjor: 7 studio disciplines among Foundations 102,107,225; Studio 118,132,150,221,223 and 250 plus a second course in two areas; 240 and two other art history courses. Consult with Department of Education for requirements in education for teacher licensure. Art History Major: 8 art history courses including 240 and 388; 2 studio courses including one from 102,107 or 225 and 118 or 221. Honors Majors: GPA of 3.5 in the major and 3.0 overall, general growth and development and/or special projects such a s senior exhibition and research. Application should be made to the department chairperson before the last term of the senior year. Studio Art Minor: 4 studio courses including 107; 240. Art History Minor: 5 art history courses including 240. Certificate in Art: 8 art courses, including one in art history. Up to four courses may be taken in one studio area or in art history. Foundations in Studio Art Courses 102 EnvironmentalAesthetics Fine arts in the urban and warld setting, Concern far t h e visual content of experience in the environment leading toward appreciaLion and criticism. lndivirlrlal and group projects explnring design prohlcrns In rcpresenta(Ion, symbalism and ahstlaction. 107 Drawing Drawing in pencil, charcoal, ink, and pastels. Subjects include still-life, figures, building interiors and exteriors, and experimental work. 225 Visual Communications I The theory and practice of visual perception and communication using elements such a s color, line, shape, texture, and pictorial images. Studio Art Courses 100,300 Special Topics Occasional courses dealing with subjects not usually offered by the department. 118 Painting I Introduction to painting media and technique in acrylic and oil. 132 Photography The camera used a s a tool for visual creativity and expression with attention to black and white photographic process. Need access to 35 mm. camera. (Spring) 150 Jewelry An introduction to the casting ofjewelry in pewter and silver. 199 Internship Lower division internship. 2 2 1 Sculpture I An introduction to sculpture. Choice of media: clay, welded steel and bronze, plaster, stone, and plexiglass. You learn to model, carve, cast, weld and assemble the respective media. 223 Print Making I Principles and methods of print making in a variety of media including etching, silk-screen and woodcut. 247 Life Drawing See Interim Catalog 250 Ceramics I An introduction to the making of pottery with an emphasis on handbuilding and glazing. 299 Directed Study lndependent study for lower division credit. 330 Visual Communications I1 A study of visual communications in magazines, television, film, advertising symbols, and other mass media. Practice in areas of photography, typography, and illustration. (Prereq.::!25) 351 Ceramics 11 Advanced work in ceramics with an emphasis on throwing or handbuilding and a continuation of glazing. (Prereq.:250) 355 Painting 11 Advanced study of painting. (Prereq.:118) 360 Watercolor Painting Design concepts using descriptive and experimental techniques in transparent watercolor. (Altemate years) 368 Print Making 11 Advanced work with color and composition in various media, including silk-screen, etching, and woodcut, including Japanese woodcut technique. (Prereq.:223) 399 Internship Consult chairperson o r internship director to determine project. 478 Sculpture 11 Advanced work in sculpture. Choice of media: clay, welded steel and bronze, plaster, stone, and plexiglass. (Prereq.:221) 499 lndependent Study Advanced study in area of the student's choice, intended for senior art majors. Art History Courses 240 Art History Survey A survey of art from prehistoric to modern times, Includes reading, research, viewing of slides, visits to museums. Note: The following courses are offered intermittently, usually one or two sections a year. 352 Women's Art History A study of the place of women in the history of the visual arts - a s artists, a s subjects, and a s patrons. 382 ScandinavianArts Survey of the visual arts in Scandinavia from pre-history to modem times. 385 Prehistoric and Ancient Art The art of the Ice Age through the Roman period to the 4th Century A.D. (Spring 1987) 386 Medieval Art Early Christian through late Gothic and proto-Renaissance painting, sculpture, and architecture in Europe. 387 Renaissance and Baroque Art European painting, sculpture, and architecture, from the 14th through the 18th centuries. (Fall 1986) 388 19th and 20th Century Art European painting, sculpture, and architecture from Neoclassicism through the present. (Alternate years, 1987-88) 389 American Art A study of early colonial art through contemporary American art, with specific e m ~ h a s i on s 19th and 20th century art and its relationship to European a r i a s well a s indigenous movements. Biology Department (BIO) Biology is the study of life, and it is natural that we, as contemplative living creatures, seek a deeper understanding of the living world that envelops us. This search has led to the realization that the earth is filled with an enormous variety of living organisms. Since humans are a part ofthe biological world, an understanding of the basic biological processes common to all organisms, as well as those features which are unique to humans, is essential to attain self-understandingand to provide a basis for wise decisions. Another significant insight that has emerged from the study of life is that even the simplest organisms are incredibly complex, and a complete understanding of even one of these has, as of yet, eluded the grasp ofbiologists, This is true even though some organisms have been subjected to years of intensive scrutiny. Biology will thus continue to be a fertile field for research for many years to come. Still, an enormous amount of knowledge regarding living organisms has accumulated over the years. In recent decades great strides have been made in understanding important biological processes, particularly those at the cellular and molecular levels. Biological research has also provided some extremely important benefits to humans. Most advances in medicine, veterinary medicine, agriculture and food science have depended on the findings of basic biological research. Since the biological world reveals such variety, complexity and knowledge, an undergraduate major in biology needs to be broadly based. Since a complete understanding of biological systems depends on applications of the principles of physics and chemistry, a firm background in the physical sciences is also important for biologists. For many, an undergraduate major in biology serves primarily as a basis for further study. In past years Augsburg graduates have gone on to further studies in professional schools such as medicine, veterinary medicine and dentistry. Others have entered graduate programs in the life sciences, leading to careers in areas such as college or university teaching, basic and applied research, and public or environmental health. Other araduates have embarked directly after graduation on a variety of careers, including high school teaching and laboratory technology. Biology Faculty: Neal Thorpe (Chairperson). Robert S. Herforth, Roberta Lammers, Etwin Mickelberg, Ralph Sulemd. - O p t i o n 1: 7 courses, including 111,112,491 and at least one course from each of three groups: ( I ) 351,353,361,481; (11) 355,473,474; (111) 440,471,476; CAM 115,116 (or 105,106),351, 352; MAT 124,125; PHY 121,122. All of the 7 biology courses must have laboratories except for 367 and 491. Students intending to enter graduate school should ordinarily choose this major. Mqjor - O p t i o n 2: 9 courses, including 111,112,491 and at least one course from each of five groups: (1) 351,353; (11) 355,474; (111) 361,481; (IV) 471,473: (V) 440,476: CHM 115,116 (or 105,106), 351 and 352. Students who plan to teach in secondary schools often select this major. Licensure for teaching in Minnesota also requires three courses in earth and life sciences. Students planning to teach are advised to consult with the Education Department early in their planning. Mqjor P r e - M e d i c a l Biology Major: Option I major. In addition, medical schools usually require CHM 353. H o n o r s Mqjor: GPA of 3.5 in biology and 3.0 overall, active participa- tion in seminar, one course of approved independent study with an oral defense of the research report. Application should be made no later than the first term of the senior year. M i n o r : 5 courses, including 111,112 and three upper division courses; CHM 115,116 (or 105,106). 101 Human Blology llasic t>inloglcalconcepts from an anthropocentric point of view. An attempt ta arlstvcr sucli questions as: What makes man just another member of the hintic Fold? Does man have a niche in the ecosystem? What inIlt~eticcdocs man have on the environment? What influence does the environment, especially the urbali envlronment, have on man? (3hours lecture, 1-112 liours discussion section. A student may not receive credit for both 1 0 1anrl 103. Docs r1oI apply to the major or minor, Spring) 103 Human Anstomv and PhvsloZolrv A professional cchrse In h e slruFture and Function of the human body. Lectl~reand laboratory. (A sttrdenl may not receive credit for both 101and 10.7. lloes not apply lhe maor or minor) to 105 Blology and Soclety iVIiat arc some of the biologically-haseclproblems with which our sorlety inust deal7 R s61rvcyof Lhe cnv!mnmtntal and tiealth impllatlons o f polI~tlion,noii-rericwahlr resource depletion, waste disposal, war. occupatlnnal safety and I~calth.An historical survey of Arneriian agriculture. worlcl rood supply and biologlal dctcrminism. A critlcal cvaItlntlon of tlie or bIoloyical colrcepts. (3 hour ~ectum.Does not apply social applicatio~~ lo the innjoxor minor,) 108 Mlcrablology basic micinbial features are conslderecl as well as applications of mlcr0biology to thc fields of rnedlctnc and sanltatlon. (5hours lecture. J hours laboratory. For sludenl nulsrs. heall11 majors, or consent. of inslructor. Prercq.: CHM 109 and concurrenl rcqlstmtion in CllM 110 or ronsrnlt of instructor. Weekend College. Does not apply to the nrajor or mir~or) 109 Special Topics In Bloloay Ofrered pel Fodicall y lh rough Augsbt~rg'sConservallon or Human Resources (CI IFt) program, Qcnerally conrlucted off campus wtlh rommirnity pcoplc tilting the course tqether with coll~ycstlldcnts 111a co-lcamltlg motiel. Topics will valy depcndlng upon needs and interest. Does not apply to the major or minor. 111.112 oeneral Biology A comprehensive introduction to biological science for biology and other science majors. The course includes an introduction to molecular biology, cellular hioZogy, genetics, developmental biology, evolutionary n~echanisms.analonly, physiology, ecology, and phylogenetic relationsl-ilpsof organisms. Musl he taken in sequcnce except by permission of inst~uctor.(3 Ilollis lecture; 4 I~nurslaboratory. 111, Fall; 112, Spring) 1 9 9 Internship Lower division internship. 203 Principles of Nutrition A study n l the six ctasses oinutrfents and thcir digestion, absorption, transporl. mrtabnlism, iriteractinn, storage. and excretion. A special effort will bc made to dlrercntiate "fact rrom fiction" irr this controversial biological field. (3hours Iccturc. Prereq.: llZ or conscnt of instructor.) 299 Directed Study Independent study for lower division credit. 351 Invertebrate Zoology A sludy of lhe invertebrate groups stressing classification, morphology, txhavior. life history, and evolutionary relationships. (3hours lecture, 4 ho~lrslaboratory. Prereq.: 112. Alternate years, Spring) 353 Compamttw Vertebrate Zoology A comparailve stutly dealing witli Lhe classification, morphology, distrihution, evnlulion, behavior and 1mpulation dynamics of the vertebrates. (3tio~trslecture, 4 liours laboratory, Prercq.: 112. Spring) 355 Genetics The principles of heredity with emphasis on recent advances in human genetics. Laboratory work stressing Drosophila genetics. (3 hours lecture, 4 hours laboratory. Prereq.: 112, Spring) 3 6 1 Plant Biology A su~vcy of l11emajor cllvlsians or the plant hingdom including the study of analomy, physiology, lire histories, taxonomy and ecology. (3 hours lecti11e, 4 Ii011rslaboratory. Prereq.: 112,Altentate years) 367 Biochemistry An introductory consideration of the chemistry of proteins, carbohydrates, lipids and nucleic acids including intermediary mstabolism. (3 hours lecture. Prereq.: 112, CHM 352 or consent of instructor. Fall) 399 Internship Upper division internship. 4140 Plant PhysioIogy A corlsidera tion of the chemical and physical mechanisms involved in photosynthesis, respiration, growth and developmeril, and waterrelatlons in vascitlar and norivascular plants. 'She relationstilps or these processes to plant structures, (3 tiot~rsclass, 4 Iiours laboratory, Prcrcq.: 112. Alternaic ycars, spring) 4 7 1 Cellular Biology A study corrclalinq cell Function with ultrastructure. Laboratory work includes microterh6ique, cytological sludies, cell pt~yslologyand tissue culture. (3 I~ourscrass,4 hours laboratory. Prereq.: 112.367 or consent of instructor. Spring) 4 7 3 Animal Physiology A sti~dyof animal lunction with emphasls on the vertebrates. Merevet posslble, f~lnctinnsare explained on the bask 01 physical and chernlcal principles. (3tiours class, 4 hours laboratoi'y. Prereq.: 112; CHM 106 Or f 16; I'tlY 103 or 122 or consent of lnslructor. Fall) 474 Devetopmental Biology A consirleratlnn of the physiological and morphological changes wl~ich occur during I h e tieveIopment ol arcynisms with emphasis on Ihc vertebrate animals. Experimctital as well as tlcscrlptivcsi~~dles are included In the laborato~ywork. In adclilion to elnlsryonic drrveloptnclll, the topics or are dlsrllsscci. (3 I~oursclass, 4 mallgnoncy, aging, and ~'c~enelallon hot~rslab. I'rercq.: 112. Sprirlgl 476 Microbiology An introduction to the study of microorganisms with emphasis on bacteria and viruses. Microbial taxonomy, morpholocjy, physiology, genetics, and pathogenicity are considered as well as cert,iin methods. (3hours class, 4 hours laboratory. Prereq.: 112. Fall) 481 Ecology A survey of representative biological communities: the study of reciprocal relationships between organisms and their environments. (3hours class. 4 hours lalmratory, some Saturday field trips. Prereq.: 112,361or consent or insLruclor. Alternale years, Fall) 491 Seminar Oral presentations and written papers relating to recent biological literature and research. (For seniors maJoring in biology, Fall) 499 Independent Study Individual laboratory, field, or library research under the direction of an instructor. Intended for biology majors who are juniors or seniors. (Prereq.: 112, and previous arrangement with instructor) Business Administration and Economics Department The Department of Business Administration and Economics is committed to developing both the theoretical and practical tools necessary for entry into and advancement in business and other organizations a s well as preparation for graduate sthdy, To thls end, the department offers specialization in a variety of areas including: Accounting, Applied Economics, Economics. Finance, International Business, Management, Management Information Systems (MIS), Marketing, a s well as a Combined Business and Economics concentration. Each of these areas b dependent upon a strong foundation In the liberal arts with an emphasis on solid communication and analytical skllls. Rec. ognklng the occupational realities of Me business and economic disciplines, the department is equally commitled Lo maintaining an applicatiomoriented balance. This balance is acllleved In part by fostering close ties with the corporate community which in turn provides a wealth of practical expertise, a wide variety of internship opportunities as well as fbture job prospects. Departmental faculty believe they can best serve both the student and the community by contributing to an education which is ethically based, technically competent and socially aware. Business Administration & Economics Faculty: Amin Kader (Chairperson), Roger Allerson, James Billings, Diane Busico, John Cemto, Gerald Glatzmaier, Satya Gupta, Paul Halvorson, Richard Herzog, Jane Kammerman, Roy LaFayette, R. McFall Lamm, Jr., Thomas Morgan, Edward Sabella, Milo Schield, Stanley Solnick. Business Administration Mqjor (BUS): Core courses for the Accounting, Finance, Management and Marketing specializations: BUS 175,221,222,242,252,279,331,391, ECO 112,113, 313,311or 312 or 315. Specialization in Accounting: 12 Core courses, 322,323,324, either 326 or 423 or 425. Specialization in Finance: 12 Core courses, 322,433,438, either 479 or ECO 318 or 415. Specialization in Management: 12 Core courses, 340,440, ECO 318, PSY 373 or SOC 301. Specialization in Marketing: 12 Core courses, 352,450, ECO 415, SPC 353. Specialization in International Business: 175,221,222,242,252,279,331,391,ECO 112,113,313. Also the following emphasis to be taken abroad: Three of: Comparative Business Law European Marketing (or International Marketing) lnternational Business Import/Export Operations Multinational Corporation International Financial Policies One of: lnternational Trade and Finance European Common Market lnternational Economic Policies lnternational Economic Institutions Economics of Developing Countries BUS 399 or 499 is required, a s well a s three semesters of a foreign language (or tested equivalent). Specialization in Management Infomation Systems: 175,221,222,242,252,279,331,310(or CSC 352),375,475,476, 479; ECO 112,113,313,318; MAT 174 and 175 or MAT 124 and CSC 170. Honors Maor: GPA of3.5 in the major and 3.0 overall: a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Business Administration: 6 courses, including 221,242,252,331, ECO 112 and 113. Other configurations may be permitted on consultation with the department. Minor in International Business: 6 courses, including 221,242 or 252, ECO 113,and three lnternational Business courses. Other configurations may be permitted on consultation with the department. Minor in Management Information Systems (MIS): 6 courses, including 221,242 or 252,370,375,475, and ECO 113. 175 is the recommended prerequisite for 370 and 375. Other configurations may be permitted on consultation with the department. C.P.A. Certification: Students who wish to take the Certified Public Accountants (CPA) examinaHon prior to fulflIllng the experience requirement must have c o m ~ l e t e dthe rnaior In BusinessAdministration-Accoun tinq and taken all accounting and b u d t ~ e s law s offered. Students mabring In Business Administration-Accountinu are auallfied under (he nlles of the Minnesota State Board of ~ c c o & t a n c ito slt For the examination during their last semester. Notes: Students who plan to major in the Business Administration department are strong!y encouraged to select a department advisor a s soon as possible, in order to carefully plan their program of study. In addition to the courses listed under the title "Topics in Business Administration" (BUS 295,495),the department has also offered: Research Methods for Economics and Business, Computer Simulation for Business, Income Taxes for Individuals, Computer Applications, Discrete Event Simulation, Entrepreneurship, and Micro Computer Accounting. Business (BUS) 175 Computers for Economics and BusEness A n i~~lroduction tn computerized rlala processing. Learn a higher-level Lcam about computerized spread-sheets (LOTUS) and l a n g ~ ~ a (BASIC). ge data bascs (LIOASE). team about word proccssing arid computerized business graphics. (I'rcreq.: Math I'laccment Group I1 or hlgh school algebra) 199 Internship Lower division internship. 221 Principles of Accounting I Introduction to business activities, basic concepts and Fundamentals of accounting, the accounting cycle and preparation of financial statements. 222 IPrlndples of Aceonntlng II A conlEnuation of 221. IntroducMon to business activlttes, accounting for corpoiations. Baslc concepts afld fundamentals of matiagerial accounting, planning and cnntrolllng plucesses, decision-nrahing and behavioral coilsidcralions. (Prcreq.: I-IUS 221) 242 Principles OF Management Develol~rnenlof the tl~eoryo i management, organization, staffing, planning, arid control. The nature olaulhority. accountability and responsibility, analysls of the role nl tlle professional manager. 252 Prlnclptes of Marketing Frinclples of l~aslcpollcy and strategy Issues In marketing. Legal, ethical, competitive, behavioral, economic, and technological factors a s they afFeet prt~duct.promotion. marketing channel and prictng decisioi~s. 279 Quantttative Methods for Economics and Business An l~ltrorlirctionto quantltatlve reasoning,descriptive ineasures, probability, sarnpll?rp,distributions. i~rfrrcnce,and estimatlnti with emphasis on tlielr usc in appticd proble~msin business and economics. (Prereq.: Math placerrterit groirp Ill nt a grade of at least 2.0 in MAT 104) 295 Taplcs I.ectures. discusstnns, meeting wlth members of the staff or visiting faculty regarding rcsearch methodology and readings in the areas of business adrninistratlon. (Pl'ercq.: Conseril of instructor) 299 Directed Study Independent study for lower division credit. 322 Accorrntfng Theory and Practice I A n analysis of accountlng theory pertaining to financial statements, income concepts. currcnt and non-current assets. (Prereq.: BUS 221, ECO 113, Fall) d c c o ~ ~ n t i nheory gf and Practice 11 A co~iti~~ualion or322. An analysis of accounting theory pertaining to liabllilles, stocltholrlcrs' equities and other accounting issues. Additional einpt~nsiso n incon~cdetermination considering price level changes. (Prereq.: BUS 322. Spring) managerla1Cost Accol~nting Accounting tools for planning and control of economic activities. Planning, budget in^, standard cost systems, as well as other quantitative and bel~avioraltopits. (I'rcrcq.: BUS 222,242,252,279, or consent of instructor) Tax Accounting The more common and important provisions of federal income taxes for individuals and various forms of business enterprises. (Prereq.: BUS 221, 331, ECO 112,113, or consent of instructor) Financial Management Theory ~Facquisillon,allocation, and management of funds within the firm. Sourccsand uses or long and short term funds, cost of capital, capital I>udgeting, Icve~age,dividencl policy, and related topics. (Prereq.: BUS 222, L C 0 113) Human Resource Management Personnel function in business, acquisition and utilization of human resources; desirable workin relationships: effective integration of the worker with the goals of the%rmand society. (Prereq.: BUS 242) Marketing Research and Analysis Research process as an aid to decision making in marketing management; research methodology; marketing research results; evaluation of the effectiveness of research in marketing. (Prereq.: BUS 252,279, ECO 113, or consent of instructor) International Business Intsoductlon to the problems and posdbllltles of doing business in an inlernatlanal conlext. Ajlpreciation of the prospective required Tor success. iirl plarining and rnanagemcnt or any cntcrpl-ise operating abroad is emphasired by rorcsccing both (he opportut~iLfcsand the dificullles Inherme In inlcrnatlonal business. (Prereq.: two business and economics courses or consent 01 inst~uctor) Advanced Computing for Budnees md EEodamiw Crrrrent topics involving programmable spreadsheets (LOTUS), programmablc data bas- (D-l3ASI:I. graphics, infomialion retrieval uslng teIecomrnunicatlons. and olher (lackaqes (stallsticalanalysis. project management, expert systems, etc.). Solbe common prnllfems In economics, finance and marketing. (Prereq.: One computer course such as BUS 175 or CSC 145,170 or 174. Recommended BUS 279.) Infwmatlon Systems In the Owanlzatlan Use of systems approach in analytlng the use of Information Systems in the olganizalioo, AnaIyze busincss needs and Information requirements, idc~~lliy relevant solutions atid communicate recomn~etidations.Emphasis on management consulting sE.IIts including wrillcn and verbal communications. (Prereq.: Two computer courses such a s BUS 175 and 370) 391 Business Law Legal rules relating to contracts, agency, negotiable instruments, property and business organizations under the Uniform Commercial Code. 399 Inlernshtp Program A sludent may receive course credlts through an Enternship program whlcl~is applicable to graduation, bul not to the major.This program will P Lllc opportu~~lty to spend one rull term worltlng with atforti L ~ siudenl snine orgatrlzation. In addition, t h e sludent will write a repart on hislher activities. (Prereq.: consent of instructor) 423 Auditing Internal and external auditing procedures. Emphasis on internal checks and controls for accounting systems. (Prereq.: BUS 323, Fall) 425 Advanced Accountina Accounting for buslness combinations, governmental accounting, partnership accounting and fund accounting. (Prereq.: BUS 323. Spring) 433 Piaanclal f heory?Policy and Practice A system'sapproacli lo financial slructure and policy. Emphasis on deci- 438 450 475 476 479 sion making. presentation through literature, readings, lectures, and case nlalcrlal. (Prereq.: BUS 337 1 Investment Theory Appraisal or Llic risk return retatlonships of various types of securities Iwm llir viewpoinl o/bolh individual and instilr~tionalinvertor. Extensive coverage of capital mar'kets arid portfolio management. (Prereq.: all core cottrses or cunsen t or instriiclor) Marketing Management lnlegralion of rnarketil~gwith ather business f~mctions;marketing managemcqt and decision inalting, planning marltettngprograms, channels of di*tribulion, pricing. prorluc.l selling promotion policies. (Prereq.: BUS 352) Information Systems Analysts and Design AnaIyze inlormation rcq~~irements and design systems speciflcatlons. Utilize relational data base sofeware to aulcklv imtllement severa! system desians. Utilize ~ r o l e c manaacment' t sortware Lo manaac the i i f c cvcle pi&casinc~udin~'hacumentjiior~ and impternentatinn. (Frereq.:at1 ~dwer Ievet core murscs. B U S 375, Rcco~~irnended: BUS 370 01. C S C 35'2) lnformatlon Systems Projects Using sltllls developed in BUS 375 and 475, complete an information analysis ntid sysicms design for several business situations. Utilize both case sludies and actual buslnrsses. IPrereq.: BUS 375, 475. Recommended: BUS 479) Intermediate QnanHtatlve Methods for Economics and Business Utilizing cornpurcl pacl\ages rclcvanL lo slatistical analysis. Frogramming 1001s include soreadsliecls, Minilab, SI'SS and olher statistical packaqes. Areas or luteresl include slatisticaT descripllons, analysis of v d a n c e and slatlsllcal InCerenre plus linear models, queing models and Monte Carlo sln~i~talions. Prereq.: BUS 175. 279. Math placement group IV or a grade of at Icas12.0 in MAT 114,121, or 122. liecornmended: BUS3701 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and international business problems and policies. (Prereq.: consent of instructor) 499 Independent Study 'rhc stildcnt may calm independent study credits through individually supcrviscd prqjects designed to afford him/her the opportunity to analyze some topic or issue in depth. (Prereq.: consent of instructor) E c o n o m i c s (ECO): Mqjor in Economics: 8 Economics courses (112,113,312,313,414, and three other upper division); BUS 221,222,279, and MAT 114. The complete calculus sequence is very strongly recommended for those planning graduate study in Economics. In addition, courses in the use of computers are also strongly recommended. Mqjor in Applied Economics: 8 Economics courses (112,113,215,312,313, and three other upper division); BUS 175,221,222,279,479, MAT 1 2 1and PHI 130. Combined major in Economics-BusinessAdministration: 6 Economics courses (112,113,312,313, and two other upper division); 8 Business Administration courses (221,222,242,252, 279,331, and two other upper division). Honors Mqjor: GPA of 3.5 in the major and 3.0 overall; a senior thesis and comprehensive oral examination in the major field of concentration. Minor in Economics: 112,113,312,313, and one additional upper division course. Other configurations may be permitted on consultation with the department. Notes: Students who plan to major in t h e department are strongly encouraged to select a department advisor a s soon a s possible in order to carefully plan their program of study. In addition to the courses listed below, these topics have been offered under ECO 295,495 Topics: Consumer Economics, History of Economic Thought, Research Methods for Economics and Business, Advanced Economic Theory, and Decision-Making with Finite Markov Chains. ECO 110,112, and 113will satisfy general education requirements. ECO 110 will satisfy the urban concerns requirement. 110 Economics of Urban Issues Sturly of econoinic itnplications of many problems faclng a metro-urban envi~onmenl.Somc nf l l ~ loptcs e to be rliscussecl arc: Population "Crisis", Crl111e Preveniion. Ecology atid Incornr I~istrlbullon;Dislrlhutlng rrce Drcarl: Mass Transit Systc~~ls, elc. ~~rnclanic~rtal rnicroecfino~nictools Introduced to Carllltatc discussion of ttie a hove mentioned topics. (This is a basic roursc desiglied fnr Itlost: sl~ldtlntswho tlo not plan tr) malor In Econnmlcs or Rusines4 Admlnistratlori. I1 docs no1 apply tclward an Lcotioi~ilr.major or ti~inor.Slrrttcnls wtin plan lo malor in Rusiness Aclminislralion alirlJor Ccoi~ornicsshollld enrnll in KC0 1I'L and t I3 which also are open to non-majors.) 112 Principles of Macroeconomics An lnttnduclion 10 macroecono!nirs; national Income analysis, monetary and fiscal pnlicy, intcrnalional trade, economic growth. Application or elementaiy economic Llicory la current economic prnblems. May be taken i~~depcndentlyallIJor 110.112and 113 may he taken In clttierorder,or may bc laltcri In the same lern, Tor the sluder~tto progress rapidly to the olhcr coutses. 113 Principles of Microeconomics An Inlroclucllon lo mlcroeconotnics, the theory of the household, firm, marlret strucltlres and Income rllstributlon, Application of elementary ecorion~ir.lhenqe to marltct policy. May Ile taken independently of 112 or 110. 1 12 at~cl113 may he lalren In either order, or may be taken in the same tcrni fortiic s t ~ ~ d eto n tprogress more rapidly to other courses. 175 Computers for Economics and Business (See under Business). 199 Internship Lower division internship. 215 Elements of Mathematical Economics Economic concepts explained using mathematics a s a tool. Examples from finance, management, and marketing are also examined. (Prereq.: ECO 113) 279 Quantitative Methods for Economics and Business (See under Business). 295 Topics Lechrres. discussions, meeting witfi members of the staff or visiting faculty regarding restrarch methodology and current national and international ecanornics problems and politics. (Prereq.: consent of instructor) 299 Directed Study Independent study for lower division credit. 311 Public Finance Analysis of the principles of taxation and public expenditures; the impact of fiscal policy on economic activity: debt policy and its economic implications. (Prereq.: ECO 112,113. Fall) 312 Intermediate Macroeconomics Determinants of national income, employment and price level analyzed via macromodels. Attention paid to areas of monetary-fiscal policy, growth and the business cycle. (Prereq.: ECO 112, Fall) 313 Intermediate microeconomics Theory orresourccaIlocal~on,analysis of consumer behavior, firm and industry; lhe pricing of lacto1s of production and income distribution: introdiiction lo welCarc ecol~ornics.(Prereq.: ECO 113) 315 Monev and Banklna ~ u n c l f o nor l ~tllc ~ ~l<onetary and banking systems, particularly commerclal I>arilcs,the I'cdernl Reserve System and its role in relation to aggregate ccono~iilcacttvily. Etnpt~asisplaced on monetary theory and policy. (Prereq.: ECO 112,113) 318 Management Science l'rovirles a sounrl conceptual understanding of the modern techniques OF management scic~lrel o prepare sl~idcnts LC) malte better I3uslness and economic declsiorrs. I'tt~phasisIs on applications, wl~fcharc Lalte~?from the arcas nf transportation, markellng. [>oriColioselection. envlronmcntal prw teclion, thr slinrlest ror~Le,invcrlto~ymodels. InCormatioti sysiems, ctc. (Prereq.: ECO 313. Spring) 360 International Trade and Pinance A study ol the unclerlylna roi'ccs afrectlng the economic relations among of the basts tor international trade: balance of paynatirlris, De~elopln~IIt rnetils: exchangc ratc systems and comniercial policy. (Prereq.: ECO 112, 1W or cclnsenl of Ensin!clorl 399 linternsltipProwam A studenl may rcrclve course credits through an Internship program wllEcli is applirallle to gradualion, h u t not to the major. This program will alforrl the sluclcnt the opporh~nICylo spend one frill tcrm worlcinq with so~~~rr organization. In atlditlori, Llle sludent W111 wrile a report on tiis/l1er activities. (Prcrcq.: consent ol Instructorl 413 Labor lkonamlcs Analysis or labor marltels; labor as a factor ofproduction; determination of wage cotIe.ctivc bargaining: labor legislation and effects upon society. (l'rcreq.: GCO 515 or cnnsent of instructor. On demand) 414 Wclfarc Economics Basic concepts and propositions: Pareto optimality, economic efficiency of alternative rnarlret strrlctures; social welfare functions; normative concepts of econornic theory. (Prereq.: ECO 313 or consent of instructor) 415 Managerial Economics I~ilrgratrsecononiic theory and corrcspondlr~gpractlces In business. Amo11.qthe topics considered are theories and practlces in forecasting, esllmniion 01 dcrnand and cosl lunctions, pricc and non-price competition, protl~lctlonar~dcost co~isideratIons,and an analysis of economic proh!ems or xcleval~cetcl rnarlagelnenl. (Prercq.:BUS 279.CCO 3 13. Spring) 416 Mathematical Fmnonlics Matlieinalical ecanomlrs wlth emphasis on the application of mathematical tools Lo Lhc areas oCinicro and macro economic theory. (Prereq.: ECO 512,31.3 and a l leasl PlAT U2 or equlvalclit or consent of instructor. On demand) 479 Intermediate Quantitative Methods for Economics and Business (See under Business). 495 Topics Lectures, discussions, meetings with members of the staff or visiting faculty regarding research methodology and current national and intemational economic problems and policies. (Prereq.: consent of instructor) 499 Independent Study 'the student tnay earn independent study credits through individually supfwiserl projects designed to afford him/her the opportunity to analyze some lop6 or isstrc in depth. (Prereq.: consent of instructor) Chemistry Chemistry is the science of the changes in matter, examining those changes and worhlng toward an understanding ofthenz. Correlating the results of physics and opening the vistas or molecular biology, chemistry has been described as the central science, since matter includes the entire physical world such as the things we use, the food we eat and even ourselves. Chemists as scientists must he well versed tn the scfence of chemistry, knowledgeable in Tact and theory for solving sclentffic problems, capable of providing a pzrblic understanding of their work including potential problems as well as hrnefits. Chemists as people must be broadly educated in order to understand themselves and their society. The liberal arts core of religion, humanities, the arts and the social sciences are imperative if a chemist is to be truly human and therefore truly scientific. The Department is on the List of Approved Schools of the American Chemical Society, and offers a chemistry major which meets the chemistry background required by many fields. Consonant with these ideas, the Department of Chemistry has established the following objectives to help its students develop into mature scientists. 1. To provide a course of study of sufficient rigor and depth to enable our graduates who complete our ACS chemistry major to complete successfully with their peers of similar ability in graduate school or research positions. 2. To provide programs of study for professional goals in addition to the traditional positions as chemists. 3. To provide an atmosphere of learning so that students will want to remain lifelong learners thereby remaining competent in their field however that may change alter graduation, and be able to move into new areas as opportunities arise. 4. To encourage students to take a broad view of their education and to seriously study areas outside of the sciences: and 5. To presentthe excitement:of chemtstry to non-science majors as an exampie of the methodolagy of the natural scienca in examining the world around us, The presenbtion of major concepts underlying the changes in matter. the apporttlntty to examine change in the pl~ysicat world, and the reflection of the implications ofsclence In our society will enhance the ability of non-sciencepersons to make better value judgments concerning science questions in their own endeavors. Chemistry Faculty: Earl R. Alton (Chairperson),Arlin Gyberg, John R. Holum, Sandra Olmsted Graduation Mqjor in Chemistry: 115,116, (or 105,106) 351,352, 353,361,363 and one additional course from 364 and 365,464,481, 483, or Biochemistry. Participation in seminar; PHY 121, 122; MAT 124,125. Since upper division courses have mathematics and physics prerequisites, students should plan to take MAT 124, 125 in the freshman year and PHY 121,122 in the sophomore year. American Chemical Society Approved Maor: 12 courses including 115,116 (or 105,106) and all chemistry courses above 350 (except 399,497, 499), Chernlstry Seminar participation; MAT 224: PHY 121,122 (which should be taken during Ihe sophomore year). Reading ability in Cierman equivalent to one semester and conlput~rprofi- ciency are also required. - Teachlng Mqjwr: Physleal Science Emphasis Chemistry Major: Recotnmendation for licensure in Physical Science requires general chemistry (115, 116 or 105,106);3 courses in earth and life sciences: CHM 351,352,353,361,363,364,482,491 (B10 367 may be substituted for 364); PHY 245. Students are advised to consult with the Education department early in their planning. Pre-Medical Chemistry Msy'or: The same as the graduation major. In addition, medical schools expect at least two courses (and usually more) in biology. Students should consult members of the Chemistry department for assistance in planning a course program early in their college career. Honors Mqjor: Full ACS major; average of 3.5 in chemistry, mathe- matics, and physics, 3.0 over-all; one summer or course of approved research; participation in seminar. Minor: 5 courses which must include 115,116 (or 105,106),353 and two other chemistry courses from 351,352,361 or BIO 367. Note: Credit will not be granted for both 105 and 115, or for both 106 and 116. Most courses in this department have prerequisites, courses that must be completed before enrolling in the given course. A prerequisite must be completed with a grade of 2.0 or higher to count. Otherwise, permission of the instructor is necessary. These requirements also must be met when using the first term of a two-term course in registering for the second term. Placement in 105 or 115 is determined by the score on the Mathematics Placement Examination. High school chemistry is a prerequisite for 115. 105,106 Principles of Chemistry Somewhat less rigorous than 115, 116: designed especially for students who will not major in chemistry, although students may go from 1 0 6 to 351, 353. Concepts and laws underlying chemistry illustrated by a variety of examples including organic and environmental systems. (3one-hour lectures, 3 hours of laboratory. Prereq.: math placement. 105, Fall; 106, Spring) 109,110General, Organic and Blolaglcal Chemism Dcsigtied lor studcnts who nccd a survey of the fundamental principles nl genc~al,o r ~ a n tand t hfological cl-iclnistry Tor careers in allied h~a1ll-iareas slrcli as nursing (Incl~rdingR~~gsbi~rg's Upper Division I'roqranl), irlhalad tlon Lherapy, histotecl~riology.physical education, and others. Open also to studcnts In the humanities and qoctal: Scier~ces.F l r 4 Ierm, general cllctnistry principles and an introciuctIon 10 organic chemistry. Second term, o~gaiiicand biolorlictll cIrclnist~ywi(h s p e ~ i aapplications l Lo )iltman y. pllyslolnglcai cl~cmislry.(3ane-hour Iccturcs, 2 hauls of l a h o ~ a t o ~This course docs not apply lowarcl the major or minor in clretnlslly. Credit cannot I>e earned 101 110th I09 anrl 105 ar I 15,tior can credit be earned tor both 110 and 351. Prereq.: High school chemistry within the last 3 years. Weekend College) 115.I16 General Chemlaby An Inlenslve celirse ror pre-mdlral students and b t u r e chemists. Firstsernester lriclucles cttcrnical eqtlations and calc~~lations, enernctics, and bonding Uicory wlth examplcs from Inorganic chcinistry. Thc second e m phasi7cs equllibrii~rnand soliltion cheinistry Including ltinelics atirl clectmrhemist~y,(3 one-hour Tectures, 3 hours 01 laboratory. Prereq.: lllgqh school cheniistry, t n a t l ~placemenl. 115, Fall: 136. Spririg) 199 lnternshlp Lower division internship. 299 Directed Study Independent study for lower division credit. 351.362 Organic Chemlstry Importar11classes of organic compounds wItI? special emphasls on mechanisms alld ~nulli-stepsynthesis. Descriptive material Is correlaterl by means of modem tticorIrs olcliemlcal bonds, encrgy relaUons. and reac. many applicalloris ofot'ganiccllf~i~islrl/ Lo I~iologlcal.entinrl ~necl~anlsm; vironmenlal and ilidl~striillfielcls. (3 one-hour Zccturcs, L fnur-hour laboratory. Prereq.: 106 or 116: 351, Fall: 352, Spring) 353 Quantitative Analytlcal Chemistry Covers tlravlmclrir anrt volumelric. anatysls and solutlnn equlllbrlurn in Lo electrochemical and spectraptiotomerlelall and gives an i~>LrnducLiot~ tric lech~ilq~les nT atialysis. Thf laboratory IHVCII\IESq~lantjlaliveanalysis o i a varicly oCsamplfs, ant! includcs trace analysis. ( 3 hours of tcctrrre. l four-lloilr laboratory. I'rc~fq.:106 or 1 16. Rall) 361.3641 Pbystcal Chemistry The basic t\icoreLical concepts of chemistry: therrnodynamlcs, klnctlcs, quantl~lntheory. atrd statcs oimatlcr are studicd In thc first scmester. Applications orthcse conc:epls to arcas of rno~cct~larstructr~i e, equilibria and electrnchemistry In thc s c ~ o r l dscrneslcr. (3 one-hour tectutes. Yrereq.: JOG or 116: PHY 121. 122; MAT 124, 125.361, Fall: 364, Spring) 363,365 Physical Chemlstry taboratory (112 COllrSE each) Ptryslcal Chemislry Laboratory introduces students to tect~niquesofdata collerlfon and cxperiniental i~pplicationorconcepts prcscnlcci In Physical Chcmlstry lect~lrc.365 is Lo be talten the firs1 lialCol the spring senicstcr and invnlves expcrinlents relater1 to 361. 565 14 In bc lalrcn l l i P second half ollhe scmesler by a11 peisans fa hl!igJ64, exccpt Ll~al special sti~ctdi ts may ask deparlnlent tor exelnpllon. 399 Internship Opportunity for off-campus experiences as a chemist. Cooperative Education is also an option for majors. 464 Advanced Organic Chemistry Organized around the prohlctns or identlfylng organic cornpotrnds It1 the laboratory. I.ecture lopic!! Include struclui'e-specLra correlatioris for tR, UV, MMR, and Inass spectroscopy: tlse al t h e lltcrature [ir~cludlngB c i l ~ stein): atirl Curther stilrly oCorganic rcactinns. Ir~lrarcd,nuclear n~agnetit: resonance, anrl ~ ~ l t r a v i o lspectra el rai~tlnelyuscd. (3 hotm: oF lecture, G hours ollaboratoly. Prereq.: 352,353,361 or consent of insin~ctor:some reading k~~owlerlgc of G e n ~ ~ ar'all) n, 4BX Advanced Analytical Chemistry Ernpl?aslsupon advanced equitfhrium theory and prlnclples ofatomic and fi~olectrIar speclroscopy as applled to analytical mclhods as well as cliro~ n togra1,hIc a and eleclroanalytical techniqt~csot analysis. (3 hours lecture, 1 (our and one-half-haul laboratory. I'iercq.: J53.361, or consent rrl i r ~ s t ~ ~ l c tSprlng) or. 482 Advanced Inomanlc Chemistry Correlation of inorganic reaclio~isusing the electrastatlc, valence bond, and molecular orhital models. Coordination chemistry Is discussed In Lcrms of Ilgarrd field tfieoy, The laboratory involves prcpa~ationsor tnorganic coinpm~ndsusing a variety of techniques, (3 one-hour lectures, 1 thrce-hour laboratory. I'rcreq.: 3.52.36J , or consent of i n s t ~ ~ ~ c Fall) tor. 403 QuanCumChernistsy I'reser)ls qtlailtilm llleory In terms of Schrodinger's wave equatIon and uses the equalinn Lo solvc Ehe prnblems 0T R e harmonic osciIIalor and (tic hydrogen alom. Approximate snlutlons are lntrod~icedand used l o develop inolecirTar orldtal l l ~ c o r ylor molec~~les. Inclurles comznutators. and group Lheory. (3one-how leclrlrcs. elcctron spin, angular 1iiornc111~1rn P~rrcq.:36 1ar cansenl or instructor. Sl~ring) 491 Chemistry Seminar 'This seminar, which has no course credil, is a weelcly meetlng of chemistry majors i~nrlerthe direction of thc Augsbusg Chemistry Society. Juniors and scniors are expected to participale. wltli seniors pmscnting papers. Outside visitors are occaslonalIy Invited to participate. 497 lntroductton to ChemIstsy Research Chemistry majors planning research careers need research experience before gr adualian. Srhch ~ x p e r l e n c emay b e obtained by wurlting on a sum~nerrcsearrh rolect In Ihe clepartmenl (no( col~nleclas a COLII se) or by research parlEipalion dtirlrlg Lhe acade~alcyear (which may be counted as a co~irse).Cooperative Edi~cationis a possibility, (Junior standing). 499 Independent Study Chemistry majors who are interested in non-laboratory research such as theoretical or historical chemistry may pursue their interest via independent study. (Junior Standing) East and Southeast Asian Studies Khin Khin Jensen (Director) This program offers hvo options: 1. Mqjor or minor in East Asian Studies through Augsburg and the other Associated Colleges of the Twin Cities (ACTC).This is an in- ter-college, interdepartmental program which provides a foundation for careers in international business, government, teaching, global ministries, work with social and recreational agencies, or graduate study. Two years of Japanese are taught on one ofthe five ACTC campuses, or Augsburg students may take Chinese courses at Hamline University. There also is a contractual arrangement with the University of Minnesota East Asian Studies Department for Chinese and Japanese language courses. Opportunities for language study abroad are available in Japan, China, Taiwan, Korea, Hongkong and Singapore. Summer institutes are available in the People's Republic of China and in the U.S. See the director for information and procedure to register for any of these courses or travel. Non-majors in the program are eligible to take the Chinese or Japanese language courses, which may be taken for distribution requirement. Mqjor in East Asian Studies - 10 courses, including 4 courses (2 years) of basic college Chinese or Japanese, or equivalent competencies; 2 courses in History; 2 courses in cultural specialization or comparative studies: and 2 courses from a list of approved electives. Major courses must have the written approval of the Director of the program. Minor in East Asian Studies - 5 courses, including 2 courses (1 year) of basic college Chinese or Japanese or equivalent competencies: 1course in history of East Asia; and 2 upper division courses in cultural specialization from a list of approved electives. Minor courses must have the written approval of the Director of the program. 2. Minor in East and Southeast Asian Area Studies is an area concentration at Augsburg College that does not include a language component. It is designed to be useful for a variety of careers when combined with other majors. Minor in East and Southeast Asian Studies - 5 courses, 2 from HIS 322,323,324: one from PHI 355, REL 356, SOC 336: one from HIS 474, POL 351,363,382; and one from HIS 226,399,495,499. HIS 104 is strongly recommended. Note: Interim courses related to the East and Southeast Asian Studies program may be substituted when appropriate, with the consent of the Director. 226 Asian and Asian-AmericanWomen in Public Life in the 20th Century (See under Department of History) 299 Directed Study (See Director of program) 322 Modem Southeast Asia (See under Department of History) 323 Modem China (See under Department of History) 324 Modem Japan (See under Department of History) 351 Communist Political Systems (See under Department of Political Science, Comparative Politics and Analysis) 363 Communist Foreign Policies (See under Department of Political Science, International Politics) 382 Marxist Visions: Past. Present, and Future (See under Department of Political Science, Political Theory and Analysis) 399 Internships (See Director of program for guidelines to apply for an internship) 474 The World and The West (See under Department of History) 495 Seminar (See Director of program) 499 Independent Study (See Director of program for guidelines) Economics (ECO) See Business Administration and Economics ', 1 1, Department f:" . . Students interested in attaining teacher licensure or developing a background in education a s a base for advanced study in other careers will find opportunities in the Department of Education. Professional mucation combines the study of theory with practice, and field experiences are an essential part of the course offerings. The location of Augsburg College is particularly advantageous for field experiences because of the wide variety of public, private and special schools in the Twin Cities. The career that first comes to mind for graduates of teacher education programs is classroom teaching. Augsburg graduates are found in many classrooms within the Twin Cities area. In addition, they provide educational services in classrooms across the nation and in some foreign countries. The teacher education program coupled with the liberal arts program serves a s a solid base for graduate education. Some teaching fields require graduate work beyond the initial license in either elementary or secondary education. Not all graduates choose to teach in school settings. Teacher education graduates are also found in business, working in managerial, sales, production, and service areas. To qualify for state teaching license after July 1,1987applicants are required to have had the course "Reading in the Content Areas" or the equivalent. To qualify after April 1,1988for licensure, people are required to have passed basic competency tests (prescribed by the Minnesota Board of Teaching) in reading, writing skills and mathematics a s well as a prescribed competency test in the specific area of licensure. Education Faculty: Trudi Osnes (Chairperson), Sheldon Fardig, Marie McNeff, Lauretta Pelton, Mark Schelske Elementary Education (EDE) Marie McNeff (Coordinator) Kindergarten-ElementaryMajor and Licensure Requirements: 255, 341, 351, 352, 381, 382, 383, 384, 386, 481, 482, 483: HPE 114, 115; SWK 260; a college level mathematics course: academic minor (major recommended):GPA of 2.0 overall and 2.5 in major and academic minor and grades of P in student teaching courses required for licensure: fulfill requirements of Minnesota Board of Teaching 5 MCAR 3.041 in Human Relations. The professional semester, forjuniors, includes 341,352, 381,382,384, 386, 387. (341,381, 382, 383, 384,386, 387 are 112 courses) 199 Internship Lower division internship. 255 Ofienfatfon to Education In an Urban Setting Investigation or various aspects of the teaching profession and opportunity COT in-school worls. Opcn to all students. Membership in one of the p r ~ r c s s l ~ lleach ~ a l er organizations is required. (Prereq.: sophomore standing or above) 282 Introduction to Special Education (See Special Education) 295.495 Topics in Mucation Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Lower division independent study. 341 Media Technology (112 course) Psycllological arlcl philosophical dimensions of communication through tlre use or lnstmctlnnal technology. Selection, preparation, production, and evali~allonof cfkcclive audio-visual materials for teachinglleamingsitualions. (5pri1ig) 351 Techniques of Teaching Reading The study and utilization of a variety of techniques and resources in the reading and the diagnosis and correction of reading difficulties. (Fall) 352 Creating Learnlng Environmenw Kindergarten-Elementary The study of stralegies and nlcthods of teaching and learning in the contexts of ed~lcational,psychological and sociological thcotlrs. Membership In one of the professional tcactter organizations Is reqirlred. (Prereq,: 255 or E D S 265 or consent of i ~ ~ s l r ~ l cSp~ing) to~. 381 Kindergarten-ElementaryCurriculum:Art, Music (112 course) Examination and preparation of materials and resources for art and music taught at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 382 Kindergarten-ElementaryCurriculum: Mathematics (112 course) Examination and preparation of materials and resources for mathematics at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 383 Kindergarten-Elementary Curriculum: Physical Education, Health (112 course) Examination and preparation of materials and resources for physical education and health at the kindergal ten and elementary levels. Laboratory experiences. (f'rercq.: 255 or CDS265. Fall) 384 Kindergarten-ElementaryCurriculum: Social Studies, Science (112 course) Examination and preparation of materials and resources for social studies and science at the kindergarten and elementary levels. Laboratory experiences. (Prereq.:255 or EDS 265, concurrent registration in 352. Spring) 386 Kindergarten-Elementary Curriculum: Children's Literature, (112 course) Examination and preparation or materials and resources ror Children's Literature at the kindergarten and elementa q' levels. I,ahol.atary expertences. (Prereq.:255 or EDS 265, concuncnl reglslralion in 352.Spring) 387 Kindergarten-ElementaryCurriculum: Language Arts (112 course) Examination and preparation of materials and resources for Language Arts at the kindergarten and elementary levels. Laboratory experiences. (Prereq.: 255 or EDS 265, concurrent registration in 352. Spring) 399 Internship The student may select from a variety of situations for professional work experience. A learning contract must be developed and must have education faculty approval. 478 School and Society (See Secondary Education) 481,482,483,484 Student Teaching K-6 Observing and facilitating learning at the kindergarten and elementary levels under the supervision of college and elementary school personnel. Membership in one of the professional teacher organizations is required. (Prereq.: Admission to student teaching and program approval) 491 Practlcum and Seminar in Special Education (See Special Education) 498 Independent Study (112 course) Study of specific areas in education a s determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunity for advanced and specialized research projects not otherwise provided for in the departmental curriculum. A projected program must be outlined and approved by the kindergarten-elementary education faculty. Secondary Education (EDS) Trudi Osnes (Coordinator) It is the responsibility of each student to meet all specific requirements of the Education Department. Secondary Education students are advised to consult with Education faculty regarding state requirements for teacher licensure, in addition to conferring with the student's major field adviser. Licensure Requirements of the state of Minnesota for teaching in secondary schools are met through the Augsburg College Education Department licensure program: Baccalaureate degree; academic major in an approved teaching area; 265, 354, 388, 478, methods course(s)in major area, 481, 482 (and 483 for Art, Music, and Physical Education teaching majors); HPE 114, 115; PSY 105; GPA of 2.0 overall, 2.0 in education courses, 2.5 in academic major and P in student teaching. Application for and acceptance into the Augsburg licensure program required. Art, Music and Physical Education Licensure: A person preparing for licensure in one of these areas follows the secondary education program even though he or she plans to teach at the elementary school level. A person with a major in one of these special areas will take three courses in student teaching and do some student teaching at both the secondary and elementary levels. In addition to 354, the art major will register for 361,362; the Physical Education major for 365; and the music major for 355. Art and Physical Education teacher education programs lead to licensure for grades K12. Music teacher education programs lead to licensure in the following areas: 1Band (K-12) and classroom music (5-12);2-Orchestra (K-12)and classroom music (5-12);3-Vocal and classroom music (K-9);or 4-Vocal and classroom music (5-12). Foreign Language Licensure: For foreign language teachers (French, German, Spanish), achievement of at least "good" in the listening, speaking, and reading parts of the Modern Language Association proficiency tests is required. The candidate will take the MLA tests before undertaking student teaching. Results will be recorded in the candidate's permanent file in the Department of Education. The Professional Tern School and Society and Student Teaching are taken jointly in one full-time term in professional education. Attendance at special afternoon or evening seminars is also required. A student who elects to take just two courses in student teaching may take one course in independent study at this time. All students are expected to be involved full-time in the activities of the professional term. 199 Internship Lower division internship. 265 Orientation to Education in an Urban Setting Investigates various aspects of the teaching profession, with opportunity for in-school work. Open to all students. Membership in one of the profese sional teacher organizations is required. (Prereq.: ~ o p h o m o r standing) 282 Introduction to Special Education (See Special Education) 295,495 Topics in Education Study of selected topics in education that are not treated extensively through current course offerings. Specific topics will be announced. 299 Directed Study Independent study for lower division credit. 341 Media Technology (112 course) (See Kindergarten-Elementary Education) 351 Techniques of Teaching Reading (See Kindergarten-Elementary Education) 354 Creating Learning Environments: Secondary The mastery of theories and their application for teaching in learning settings. Laboratory experiences. Membership in o n e of t h e professional teacher organizations is required. (Prereq.: 265, PSY 105) 355 Music Methods (K-12) Trends and issues in music education. The development of music skills and teaching procedures for school music K-12. Workshops and laboratory experience. (Spring) 356. 357. 358 Music Methods: Brass and Percussion, Woodwinds, Strings (112 course each) Study and application of instructional methods, materials, and techniques. 361 Art Methods (Elementaryand Junior High School) Procedures, materials and issues relating to the teaching of art in the elementary, middle, and Junior high schoois. For art teactiing majors only. (Fall) 362 Art Methods (Senior High School) (112 course) Procedures, materials and issues relating to the teaching of art in the senior high school. (Fall) 364 English Methods Materials and methods suitable for students in secondary schools. Emphasis on the preparation of lesson and unit plans. Some teaching experience in a local high school. The study of adolescent literature is included. (Spring) 365 Physical Education Methods (K-12) (See Physical Education Department) 366 Foreign Language Methods (112 course) Language learning theory. The theory and practice of language teaching. (Consult with the Foreign Language Department.) 374 Natural Science Methods (K-12)(112 course) Course structures, goals, and procedures in science education. Consideration of ability levels of students. Survey and assessment of classroom textbooks and materials. Development of a file of teaching materials and references. (Fall) 375 Social Studies Methods (112 course) Introduction to the teaching of social sciences and history in secondary school classrooms. Emphasis on instructional strategies and curriculum development. (Spring) 376 Speech and Theatre Arts Methods (112 course) The teaching of basic speech, interpretative reading, discussion, and theatre and the directing of co-curricular speech and theatre activities. (Spring) 377 Mathematics Methods (112 course) Study of t h e basic techniques and materials for teaching secondary school mathematics, and the consideration of trends and issues in mathematics education. (Spring) 388 Human Relations (112course) Emphasis on the study of values, of communication techniques, and of the major minority groups in Minnesota for the development of interpersonal relations skills applicable to teaching and other professional vocations. Open to all. 399 Internship The student may select from a variety of situations for professional work experience. A learning contract must be developed and must have education faculty approval. 410 Health Methods (See HPE 410 Administration and Supervision of the School Health Program) 478 School and Society The emphasis in this course is on the school in relation to society with particular attention to urban education. Introduced by a study of educational philosophy and the development ofAmerican education, current major iss u e s in education will be studied. Membership in one of the professional teacher organizations is required. (Prereq.: senior standing) 481,482,483,484 StudentTeaching Observing and dlrettinq leal r~lngat the secondary level under supervision of college and secondary school personnel. (A minimum of two courses, except three courses required of Art, Music, Physical Education majors. Prereq.: Admission to student teaching and program approval) 498 Independent Study (112 course) Study of specific areas in education a s determined by candidate seeking licensure in a teaching area. May be taken more than once for credit (by permission). 499 Independent Study Opportunity for advanced and specialized research projects not otherwise ecl must provided for in the departmental curriculum. A ~ ~ r o ~ e c tprogram b e outlined which meets the approval of education i a c i ~ l t ~ . Special Education (EDE, EDS) Mark Schelske (Coordinator) Minor: Minimum of 6 courses (282,491: PSY 351,357; one course chosen ftom HPE 354, MUS 110 (Interim) or 395, PSY 362, EDS 385 (Interim), or SWK 304 (CHR); and one course chosen from LIN 289, PSY 352 or 359, or EDS 388. BIO 103 is recommended a s an additional course. 282 lntroductionto Special Education Introduction to the field of special education. An examination of the nature, causes, and educational interventions for such exceptionalities a s mental retardation, physical disability, hearing and vision impairment, learning disabilities, behavior disorders and giftedness. (Spring) 491 Practicum and Seminar in Special Education A supervised field placement in a facility for an exceptional population plus on-campus seminar. Prereq.: Completion of courses for special education minor o r consent of instructor. Students planning t o take this course should consult with the special education coordinator about a placement prior to registering for the course. (Pall) Engineering Ken Erickson (Adviser) Augsburg College has cooperative arrangements with three universities to allow the-student to earn a- achel lor of A& degree from Augsburg College and an engineering degree from either the University of Minnesota Insti- tute of Technology, Minneapolis: Washington University School of Engineering and Applied Science, St. Louis, Missouri: or Michigan Technological University, Houghton, Michigan. Because of the special requirements and opportunities of these programs, early consultation with the Augsburg Engineering Adviser is necessary. Applications for these programs require the recommendation of the Augsburg Engineering Adviser. University of Minnesota The lnstitute of Technology and Augsburg cooperative arrangement provides for two dual degree engineering programs: - 1. Bachelor o f Arts/Bachelor o f Engineering (B.A./B.E.)enables students to receive a Bachelor of Arts degree from Augsburg College and a Bachelor of Engineering degree from the University of Minnesota. The program typically involves three years at Augsburg and two years at the lnstitute of Technology. Students may apply for the program after completing the sophomore year. At that time, they will be informed of their status in the program and any further conditions necessaly for final acceptance into the program. Formal application to the lnstitute of Technology may be completed during the second semester of the junior year at Augsburg. 2. Bachelor o f ArtsIMaster o f Engineering (B.A./M.E.)enables students to receive a Bachelor of Arts degree from Augsburg College and a Master of Engineering degree from the University of Minnesota. This program involves four years at Augsburg and, typically, two years at the lnstitute of Technology. The curriculum is the same as the B.A,/B.E, curriculum with the addition of several extra courses that are completed at Augsburg during the senior year to minimize the number of undergraduate courses, if any, that students must take at the University before proceeding through the graduate curriculum. The number of such courses varies by IT department and area of emphasis within a department. Application for admission into the B.A./M.E, program should be initiated during the second semester of the junior year at Augsburg. Formal application for the program may be completed during the senior year. Those admitted will receive special counseling from the lnstitute of Technology staff regarding courses that should be taken during the senior year at Augsburg. Participants in the B.A./M.E, program are not guaranteed admission to the Institute of Technology. Washington University - Three-Two Plan Dual Degree Plan Michigan Technological University - These programs enable students to receive a Bachelor of Arts degree from Augsburg and a Bachelor of Engineering degree from Washington University School of Engineering and Applied Science or Michigan Technological University in a five-year period. The first three years are spent at Augsburg followed by two years at the affiliated university. Students accepted into the program are guaranteed admission to the engineering school, provided they have met course requirements, have a B average, and are recommended by the Engineering Adviser of Augsburg College. Students are also encouraged to explore opportunities for graduate work at Washington University and Michigan Technological University. Further information on these and other graduate programs is available from the Augsburg Engineering Adviser. Financial Aid: Students receiving financial aid who are participants in these dual degree programs will be encouraged to apply to the engineering school of their choice for continuing support. Their applications will be evaluated using need and academic performance as criteria. M i n i m u m Course Requirements f o r Admission t o the Dual Degree o r ThreeTwo Programs: CHM 115,116; CSC 170; ENG 111; MAT 124,125,224, 226; PHY 121, 122; additional courses to meet general education requirements and a total of 27 courses at Augsburg. Normally MAT 124,125 and PHY 121,122 are taken in the freshman year. Students interested in Chemical Engineering also should take CHM 351, 352. English Those who study English believe that an intense concern for words, ideas, and iknages helps us understand who we are and who we can become. Writing helps us clarify and share our thoughts. Literature helps us contemplate the pains and joys of human existence. Through English study we see life's complexity, experience life as some others do, and understand better the world in which we live and work. English relates closely to other majors. With the other arts, English is concerned with the pleasure that comes from artistic creation and with the contemplation of works of art. With psychology and sociology, English is concerned with individual and group behavior. With philosophy, English is interested in ideas and in the relation between meaning and language. With science, English is interested in discovering order and determining structures. With speech and communications, English studies the effective use of language. With history and the other social sciences and humanities, English studies the way people have acted and thought at different times and in different cultures. The Augsburg English department integrates its program with the cultural opportunities ofthis vital urban area. Augsburg students can walk to assigned or recommended plays, films, and readings available near the campus. Students with an Augsburg English mqjor pursue careers in elementary, secondary and college education, journalism, government, law, the ministry, library science, medicine, advertising, public relations, publishing, writing, and other professions and businesses. English majors may start on a slightly lower rung of the career ladder than those with more specialized training, but will move to higher rungs more quickly because of their broad background, their skill in analysis, and their superior communication skills. Skills in reading perceptively and writing effectively enhance any career and make life more enjoyable and understandable. English Faculty: Barbara Andersen (Chairperson), Joan Griffin, John Mitchell, Catherine Nicholl, Ronald Palosaari, Kathryn Swanson. Mqjor: 9 courses above 111,including 225; one course in American literature; one course in Western literary tradition (271 or 272); and three courses in British literature, one on literature before 1660 (for example, 331 or 438) and one that surveys a number of writers (336, 337,423). Majors are encouraged to take ENG 245 early in their college work and to consult their departmental adviser regularly. A student with a double major or special program that involves considerable work in the English department should also work closely with an adviser in the department. Mqjor for Secondary Teaching Licensure in English-Language Arts: 1 0 courses, including those listed for the major and a course in the English language; 2 Speech courses, one from 111,351,352, 354 or 355 and either 360 or 366. Courses in early American literature, Shakespeare and film are recommended. In addition to field experience and student teaching required by the Department of Education, majors will be required to gain practical experience in teaching writing, to be arranged through the department chairperson. Students are encouraged to take courses toward their major during the freshman and sophomore years, enroll in Orientation to Education in the fall term of the sophomore year and apply for teacher education not later than the fall of their junior year. In addition'to planning their courses with the English department chairperson, students should consult an adviser in the Department of Education. Honors Major: GPA of 3.5 in the major and 3.0 overall, submit program to department chairperson early in senior year, defend honors thesis before faculty committee in senior year, Honors thesis may be an independent study program. Minor: 5 courses above 111,including at least 2 literature courses, one of which must be in British literature, and one advanced writing course. Note on Concentration: In addition to meeting requirements for the major, English majors may, if they wish, develop an area of emphasis, such a s British concentration, American concentration, world literature concentration, or writing concentration. A student arranges a concentration by careful selection of electives in the major, by the design of an independent study course that applies to the concentration, and by the selection of some related courses outside the department. English majors should work closely with their advisers in developing a concentration. Interim courses, special courses, and courses at other ACTC schools will often fit well into a concentration. Note on Prerequisites: 111is strongly recommended but not a prerequisite for a lower division literature course. Prerequisite for an upper division course is successful completion of a lower division literature course or consent of the instructor. 101 Developmental Wrltlng A preparatory course for Ewective Writing for students identified by an ex- amination a s needing nddltlonal preparation, Instruction and practice in e Sturle~rtswill write short papers based on basic wrlting skills wllt t ~ given. tlicir own observation, experience, a r ~ r ll~ought. t P/N grading only. 111 Effcctlwe Writing 'I'he study ol' cornposltion with emphasis on expository writing. Attention Lo correcl tlsagc, logical orgar~lzation,and the research paper. The grading system fn~lhis C O ~ I T S E i~ either P/N or 2.0-4.O/N. In order to hold a pEace in Ihc course the studen( must either attend class the first day or personally notify the instructor that s / h e cannot be present. 199 Internship Lower division internship. 217.218 English a s a Second Language (ESL) Consistent, repeated work on pronunciation, vocabulary and American idioms, grammar and sentence patterns make up a major part of these courses. In-class drills and exercises, assignments, and sessions with ESL tutors are means for students to improve oral skills and to increase their fluency. Understanding spoken ~ m e r i c a nEnglish, speaking, reading colleae-level materials. and writina are the skills emohasized in these two c&urses. Testing will determinetlacement in these courses, and testing, a s well a s other course work, will determine whether the ESL requirement is met. 218 is graded either P/N or 2.0-4.O/N. Students will continue in 218 if an N grade is given. By successfully completing the courses, students will b e exempted from the foreign language requirement. 223 Writing for Business and the Professions A practical course designed to improve writing skills for those preparing for business and professional careers. The writing of reports, letters, and proposals will b e emphasized. Students will be encouraged to use material from their own areas of specialization. (Prereq.: 111or equivalent) 225 Advanced Expository Writing The development of essays in a variety of rhetorical modes, which may include identification, definition, classification, illustration, comparison and contrast, and analysis. Particular attention will be given to stylistic and organizational matters through the course's workshop format, in which student's papers are read and discussed. (Prereq.: 111) 226 Creative Writing The purpose of the course is to encourage and guide, by means of appropriate models, theories, and criticism, writing in narrative and poetic modes of expression. Short stories, personal narratives, and poems may be selected by students for experimentation and development, according to the student's preference. 227 Journalism An introduction to newswriting, with secondary emphasis on the feature and the news feature. The student is first introduced to the principles of writing the news story, what constitutes news, copy preparation, and editing practices, then goes on to write real and imagined obituaries, press releases, speech stories, and community news stories. A unit on the feature and the news feature concludes the course. Throughout the semester, attention is paid to ethics, comparisons and contrasts with the electronic media, and stylistic trends inside and outside the journalism establishment. 2 4 1 Introduction to Cinema Art An investigation of the artistic qualities and the historical development of the film medium. The course includes the viewing and discussing of both feature length and short films. (Spring) 245 Introduction to Literature An introduction to the study of fiction, drama, and poetry. Particular attention will be devoted to developing critical and analytical skills in reading and writing about literature. Strongly recommended for English majors and minors. 250 American Literature to 1920 Reading and analysis of some significant works of selected American writers from colonial times to the emergence of literary naturalism. Attention is also given to the writer's contribution to the historical development of American literature. 2 6 1 Modem Fiction Significant works of selected prose writers, chiefly European, of the twentieth century. 2 7 1 European Literature: Homer to Dante A study of major works of Greek and Roman literature, for example the epics of Homer and Virgil, the tragedies of Aeschylus, Sophocles, and Euripides, the comedies ofAristophanes and Ovid's Metamorphoses. Dante's Inferno will b e studied a s a work in which the Christian and the classical traditions a r e combined. These works will be studied with reference to their mythological foundations, their cultural background, their influence on later literature, and their enduring relevance. (Fall) 272 European Literature: From the Renaissance to the Modem Period Study of masterpieces of literature, chiefly European, from the medieval to the modern period, including such authors a s Moliere, Cervantes, Montaigne, Goethe, Dostoyevsky. (Spring) 282 Topics In Literature Individual courses designed to investigate specific themes, movements, authors, or works. The subjects selected For study in any year will be listed in the class schedule for that year. Recent offerings have included Scandinavian literature, Twentieth Century Poetry, and Comedy. 299 Directed Study lndependent study for lower division credit. 331 British Literature, Chaucer to the Elizabethans Chaucer and the medieval Milieu will be studied a s well a s the development of English poetry and drama in the English Renaissance. 332 Milton and His Age A study of Milton's major poems and selected prose. In addition the Renaissance literary tradition out of which Milton created his works will b e eFamined. (Alternate years) 336 Bnitish Literature, Seventeenth and Eighteenth Centuries Reading, analysis and discussion of works of selected writers from the metaphysical poets up to Blake, with attention to the historical, intellectual, and social influences and the major literary movements. (Fall) 337 British Literature, the Romantics and the Victorians A study of major writers of the nineteenth century, emphasizing Romantic poetry, Victorian poetry, Victorian prose and two or three novels of the period. Relationships among these writers and their influence on one another will be emphasized a s well a s their relationship to their own age and their lasting contribution to the forms of poetry and prose. (Spring) 351 American Literature Since 1920 A study of some recent and contemporary writers and literary movements. Attention is given to the dynamics of American society and its intricate relationship to the literature. Special emphasis is given to the city a s setting and symbol in modern American literature. 399 Internship The department offers on-campus internships in teaching writing and various off-campus internships, Interested students should consult the department chairperson. 423 Studies in the British Novel A survey of the development of the novel in England from its eighteenth century beginnings up to the twentieth century. Novels studied will be selected from the works of such authors a s Defoe, Richardson, Fielding, Sterne, Austen, Dickens, Bronte, Thackeray, Eliot, Hardy, and Butler. Attention will be given to the conditions contributing to the rise of the novel and its emergence by the twentieth century a s the dominant literary form. (Alternate years, 1986-87) 438 Shakespeare Study of ten o r twelve major plays - comedies, histories, tragedies with attention to the development of Shakespeare's dramatic and poetic art. Additional plays assigned for reading analysis. 498 lndependent Study Metropolitan Resources Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study which makes use of the resources of Augsburg's urban location, such a s theaters, poetry readings, and writers' groups. 499 lndependent Study Open to junior or senior English majors with a grade of 3.0 or consent of department chairperson. Provides directed independent study in the area of the student's choice. - Foreign Language Department The Foreign Language Department at Augsburg College contributes in many ways to realizing the College's mission of providing liberal arts education for service in today's world. The department is committed to the view that education should go beyond career preparation. So viewed, foreign language study goes beyond the development of new communications skills to foster an abiding awareness that the splendid diversity of human languages, literatures, and cultures represents a nch historic legacy developed in different ways by many nations to be shared by all in common. The departmental faculty believe that familiarity with the language and culture of another people is an essential step in the development of global perspective and hence is indispensable in the education of Augsburg students. The Foreign Language Department offers language, literature, and culture courses in French, German, Norwegian, Russian, and Spanish. Courses in Chinese, Japanese, Latin, and Greek are available to Augsburg Students through the college's affiliation with ACTC, a consortium of Twin Cities colleges. A special perspective on language is also available to Augsburg students in the linguistics courses offered by the Foreign Language Department. Linguistics goes beyond the study of individual languages to investigate the general principles which operate in and shape all languages and in this way the study of linguistics affords the student a unique view of one of the most intriguing and central facets of the human mind. Foreign language skills, perhaps combined with the study of linguistics, are essential in preparing for a number of careers and represent a valuable special qualification in many others. Anticipated careers in a number of fields such a s foreign language - teaching, translation, the diplomatic corps, or international business may require a-foreign language mGor, perhaps combined with a maior in some other field. In addition. students ~ u r s u i n a careers in many other fields such as health care, socialwork, the kinistrfy psychology, or philosophy, ro name just a few, often find that a foreign language minor and/or the study of linguistics qualifies them for special assignments in their chosen field. Foreign Languages Faculty: Mary Kingsley (Chairperson), Ruth Aaskov, James Brown, Leif Hansen, Mary Johnson, Gunta Rozentals, Donald Steinmetz. Students with previous foreign language study must register in courses suited to their level of preparation. Placement is according to the number of high school semesters one has studied that language: 0-2 = 111;3-4 = 112; 5-6 = 211; 7-8 = 212; 9 or more = 311. Students in doubt about their placement level should consult the chairperson. Students should arrange to take the Language Placement Test if they wish to take a course above the level determined by previous studies in that language. Students who elect to take a course below the one in which they are placed by the department may do so, but grading must be PIN only. The language requirement will be satisfied only by completion of the course in which the student was originally placed. Credit and grading for that course may be traditional. Basic Requirements: Majors must take four of the upper division courses at Augsburg College and four abroad. Minors must take two of the upper division courses at Augsburg College. 311is prerequisite to all upper division courses. Transfer students intending to major or minor must take a minimum of one upper division course per year at Augsburg. See department faculty for limits on non-Augsburg courses and career information. Teaching Licensure: Teacher candidates in French, G e m a n and Spanish must consult with the Department of Education for specific information and enrollment in the program. Methods courses by language are joint ACTC offerings and should be taken in the fall of the senior year. A 3.0 average in Advanced Conversation and Composition is a departmental requirement for teaching majors. Licensure requires successful completion of the Modern Language Association Competency Exam. See Requirements for State of Minnesota Licensure for Teaching in Secondary Schools, under Department of Education. Honors Major: Majors seeking departmental honors must apply in thejunior year. Requirements: 3.3 GPA in the major, 3.0 GPA overall, and honors thesis demonstrating ability in independent study for one course credit. Consult department chairperson for details. Placement Levels: Chinese (CHN) Chinese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director. French (FRE) 8 courses above 212, including 311,312 or 411,331 or 332, 350 or 355,351or 353,450 or equivalents. Study abroad required. Minor: 4 courses above 212, including one in conversation-composition, one in civilization, and one in literature. Interim, summer, or semester in France strongly recommended. Teaching Licensure Minor: 5 upper division courses beyond 212, including one in conversation-composition, one literature, one in civilization. Study in France strongly recommended. Major: E u r o p e a n History, a seco n d language, philosophy, linguistics, English literature. Also see Interim catalog. 011 Directed Study Conversational French, readings. Once weekly. No credit. (Spring, On Demand) 111,112 Beginning French Aim to develop communication skills of understanding, speaking, reading, and writing. Through conversations, classroom practice, and readings, these courses work toward the discovery of French culture and way of life. Four class meetings per week. Laboratory work is an integral part of the course. (Fall/Spring) 199 Internship Lower division internship. 211,212 Intermediate French Selected articles, interviews, and literary readings are the basis of practice in communication, vocabulary building, and developing greater ease in reading and writing French. Review of basic structures and grammar. Laboratory work. (Fall/Spring) 243 French Literature in Translation Major representative works of French literature are read in English translation. Through individualized background reading and class discussion, students become acauainted with artistic aualities and cultural-historical significance of thesenworks. Sophomore standing. Fulfills only literature distribution requirement. Does not count toward a French major o r minor. (On demand) 299 Directed Study Independent study for lower division credit. 311 Conversation-Composition Explores topics of current interest in both oral and written form to build fluency, accuracy, and facility of expression in French. Emphasis on vocabulary enrichment, grammatical refinements, effective organization of ideas. Laboratory assignments. Post-intemlediate level. A prerequisite to other upper division courses. (Fall) 312 French Expression A two-pronged approach to coherent and correct expression in speaking and writing. Attention to grammatical structures, French turns of phrase and elementary stylistics for business and personal use. French phonology and speech group practice, study of written models. (Prereq.: 311 or consent of instructor. Spring, On demand) 3 3 1 French Civilization: Historical Perspective A study of the diversified development of the French from their beginnings to the modern period. Special attention to cultural manifestations of French intellectual, political, social and artistic self-awareness. Readings, reports, extensive use of audio-visual materials. In French. (Prereq.: 311 or consent of instructor. Alternate years) 332 French Civilization Today Topics in twentieth-century problems, ideas. Cultural manifestations that promote understanding of French-speaking people and their contribution to the contemporary scene. Readings, reports, extensive use of audio-visual materials and periodicals. In French. (Prereq.: 311 or consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, a n d discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 or consent of instructor. On demand) 351,353 Survey of French Literature The study of major French authors and literary movements in France, through the reading of whole literary works where possible. Lectures, discussion, oral and written reports in French. (Prereq.: 311 or consent of instructor. Alternate years) Recommended Supporting Courses: 355 Twentieth Century Literature A survey of the major French literary movements since World War I, including the novel, the theater, poetry, the essay, and criticism. Classes, oral and written reports, and laboratory texts in French. (Prereq.: 311 or consent of instructor. Alternate years) 399 Internship Upper division internship. 411 Avanced Conversation-Composition By means of reading, speaking and writing on topics of intellectual, social, or political interest, the student acquires extensive training in the four skills at an advanced level. Attention to accuracy and effectiveness, characteristic levels of expression, refinements in style and organization a s individual needs indicate. Provides for self-improvement and self-evaluation. Laboratory assignments. (Prereq.: 311 or consent of instructor. On demand) 450 French Seminar: Novel, Drama, Poetry, Short Story Study in depth of a topic or genre in French literature. Student presentations in French. For advanced students. ( S e e a l s o Interim offerings. Prereq.: 311 or consent of instructor. On demand) 499 Independent Study Individual pursuit of a topic, movement, or genre at an advanced level. Designed to complete a balanced program, enhance research, or meet individual interests. In literature a major paper and its defense are included. (Consultations with French teachers required. Junior standing. Fall, Interim, Spring. Subject and plan to be clarified early with study adviser.) German (GER) 8 upper division courses, including 311, 411, one in civilization, and one literature. Semester in Germany required. Minor: 4 upper division courses, including 311 and 411. Interim, summer or semester in Germany strongly recommended. Teaching Licensure Minor: Five courses beyond 212, including one in conversation-composition, one literature, one in civilization, and two electives. All courses must be upper division courses. Study in Germany strongly recommended. Recommended Supporting Courses: Linguistics, European History, another language, English literature. Major: 111,112 Beginning German Course 111is for students with no previous background; 1 1 2 is for students who have had 111o r equivalent or less than two years of high school German. Aims a t developing basic skills. Classroom practice in speaking, understanding and reading basic German. Goals: ability to read extended narratives in simple German, insights into German culture and participation in short conversations. Laboratory materials available. 199 Internship Lower division internship. 211,212 Intermediate German For students with two terms (or two years high school) of previous German. Aims a t developing basic skills into working knowledge of German. Review of basic structures with emphasis on extending range of vocabulary and idiomatic expression through reading and discussion of materials representing contemporary German life and literature. (211, Fall; 212, Spring) 244 German Literature in Translation Principal works of German literature representing various periods and movements are read and discussed in English. The readings are considered not only in the particular context of German cultural history, but also discussed in terms of their relevance to perennial human problems. Credit for this course does not apply to a German major or minor. (Sophomore standing. On demand) 299 Independent Study Independent study for lower division credit. 311 German Conversation and Composition Aims a t developing facility in the use of grammatical structures, vocabulary and idiomatic expressions most common in colloquial Qerman. Intensive practice in speaking is supplemented with exercises in written composition. (Fall) 331 German Civilization and Culture I The Early Background. Follows the cultural and social development of the Germanspeaking peoples from the prehistoric Indo-European origins (ca. 3,000 B.C.) to the Thirty Years War (1643),with emphasis on the impact of Roman civilization, the re-emergence of German cultural self-awareness during the Middle Ages, and the intellectual and religious upheavals ofthe Reformation. In Qerman. (Prereq.: 311 or consent of instructor. Alternate years) 332 Qerman Civilization and Culture 11 Survey of significant currents of development which have shaped presentday Germany, Austria and Switzerland since the Age of Enlightenment. The contemporary scene is considered in view of its roots in the intellectual, geopolitical, artistic and scientific history of the German-speaking peoples. In Qerman. (Prereq.: 311 or consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311 o r consent of instructor. On demand) 351 German Literature through the 18th Century Br~efsurvey of heroic, courtly, Reformation, Baroque, Aufklhrung and Sturm und Drang literature. Extensive readings and discussions in Classic and Romantic periods. Readings in German, supplemented by lectures on the history of Qerman literature in its cultural and geopolitical context. Class discussions help to improve students' ability to express ideas in German. (Prereq.: 311 or consent of instructor. On demand) 352 German Literature: The 19th Century Includes later Romanticism, Jung-Deutschland, poetic realism, Maturalism and Impressionism. The literary reaction to the decline of idealistic philosophy and the importance of the individual and the rise of materialism, technology and mass man. Readings in German. Class discussions help to improve students' ability to deal with concepts and express themselves in German. (Prereq.: 311 o r consent of instructor. On demand) 353 German Literature: The 20th Century Literary responses to the crises and upheavals of our time. Writers of international stature are discussed: Kafka, Hesse, Mann, Brecht. Readings in German with class discussions are designed to aid students' self-expression in Qerman. (Prereq.: 311 or consent of instructor. On demand) 399 lndependent Study lndependent study for upper division credit. 4 1 1 Advanced Qerman Composition and Conversation Aims a t developing and refining the student's use of German a s a vehicle for expressing his o r her own ideas and opinions. Emphasis on written composition including control of style. Oral practice through use of German a s classroom language. (Prereq.: 311or consent of instructor. Fall) 4 5 1 German Prose Reading and discussion of German prose masterpieces from Goethe to the present. Lectures treat the development of the epic genre a s a mirror of cultural and geopolitical history. (Prereq.: 311 or consent of instructor. On demand) 452 German Drama Representative dramatic works from late 18th century to the present are discussed and read a s symptomatic of perennial human concerns. Lectures treat the historical development of the drama. (Prereq.: 311 or consent of instructor. On demand) 499 lndependent Study lndependent study for upper division credit. Japanese (JPN) Japanese language studies are possible through a contractual arrangement with the ACTC East Asian Studies Program and the University of Minnesota East Asian Language department. See East and Southeast Asian Studies Director for more information. Linguistics (LIN) 199 Internship Internship for lower division credit. 289 Introduction to Linguistics An lnlroductlan to linguistic analysls and general Ilngulstlc prlndples,wlth Focus on linguistic universals (organizational principles and features common lo all languages) and psychulinguistics IinquIiy In to the tnechanics of language learning and llic struclurc of the mind as revEaIed in language),l'l~eoxelicalc~uestionswill be approached b y stud Ing samples 01 various I B I I ~ L I ~ ~ P S . MO piercquisite. Rccoinrnendcd for a i lanquaqe majors and minors. (On demand. ACTC) 299 Directed Study lndependent study for lower division credit. 311 Theories of Grammar Comparative analysis of various views of language represented in current linguistic researct, wlth the aim of ltluminatlng underlying phllosophleal assilmptions. i~~vcstigational criteria, and explanatory goals which distinguish tlletn. The theo~ieswill be contrasted with thosc ot adjaccnt discipIincs such as antllropology, psyctiology, logic, and communication l l ~ c ory to explore ways in which each theory seeks to overcome the inadequacies of traditional grammar. (On demand) 399 Internship Internship for upper division credit. 499 Independent Study lndependent study for upper division credit. Norwegian (NOR) Major: 8 courses above 211, including 311,312 or 331,353,411. Study in Norway required. Minor: 4 courses above 211, including one in conversation-composition, one in civilization, and one in literature. Study in Norway encouraged. Recommended Supporting Preparation: A second foreign language, linguistics, European history. 111,112 Beginning Norwegian Introduction of the four basic language skills: speaking, listening, reading and writing. Stress on spoken rather than literary Norwegian. Laboratory work expected. (111, Fall; 112, Spring) 199 Internship Internship for lower division credit. 211 Intermediate Norwegian Cal~tlnucdconversation and composition to improve comprehension and facCIlty of expression. Selected readings in Norwegian used a s basis for class dlscussio~iand exercises. Laboratory work and some field experience expected. (Prereq.: 112 or equivalent.) 299 Directed Study lndependent study for lower division credit. 311 Norwegian Conversation and Composltlon Inte~isivcpractice In spolsen Horwegia~iwith emphasis on pronunciation and oriqinal cnmposltio~r.Some atlciitlot~givcn to reglonal variations in spolteti Marweqian ancl lo dikrences bytween the two olTiclal languages of Mnrway. some lalmratory work and Clflcl experience required. (Prereq.: 211 or equivalent.) 312 -- Old - - - .Norse .- - - - 331 350 353 399 411 499 An introduction to the structure of Old West Norse through the study ofselections from Old Norse literature. Some attention given to Old East Norse and aspects ofthe history of four modem Nordic laiguages. Knowledge of one of the latter is desired but not required. Norweg~anlanguage majors/ minors will have special assignments. (On demand) Norwegian Civilization and Culture This study of Norwegian cultural history will include significant aspects of the contemporary Norwegian society. Through extensive readings (in Norwcglan as far a s possible), the domestic and forelgn Influences at work in the comparatively homogeneous population or Monvay will be cxaniined. Wrltten ancl oral reports in the Norwegian language rvlll Ile required along wlth some Herd work. (Prereq.: 311 or consent ofir~structor.011dernand) Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the elements of theory through reading, analyzing, and discussing selected works. Recommended for majors and minors. Open to all qualified students. (Prereq.: 311or consent of instructor. On demand) Survey of Norwegian Literature Selected readinas in contem~orarvNorweaian literature ~ r o v i d ea base for the study of ;riginal works from earlier ceriods extending back to Old Norse literature. All genres are examlned, and conslderable attention is given to writings in the Nynorsk lalig~laqe,pnrtlckrlaily poetry. Lectures, readings, oral and written reports are in florwcgian. (Pterrq.: 311o r equivalent. Alternate years) Internship Internship for upper division credit. Advanced Norwegian Conversation and Composition Further intensive practice in spoken and written Norwegian. Attention given to the other Scandinavian languages end lo the hislorical development of the Norwegian language. Laljoralnry worlc and field experience required. (Prereq.: 311 or consent of iirslructor, On demnr~cf) lndependent Study lndependent study for upper division credit. Russian (RUS) One year of elementary Russian is offered at Augsburg. Russian language studies may be continued in the ACTC Russian Area Studies Program, which requires two years of language for the mqjor. See Russian Area Studies Campus Coordinator. 111.112 Elementary Russian Aimed to develop reading, writing, understanding, and conversational skills through oral classroom practice, developing ease in reading, short compositions, and acquaintance with Russian culture. Extensive use of the language lab. 211.212 Intermediate Russian Continues developing the skills of writing, understanding and speaking with a n added emphasis on reading, Introduction of advanced grammar topics, idioms and the study of word building in Russian. (ACTC) Spanish (SPA) M a o r : 8 courses above 212, including 311,411,456 or 457, two of 352,353,354,331 or332. Study in Spain or Latin America is required. Minor: 4 courses above 212, including one in conversation-composition, one in civilization, and one in literature. Interim or summer study abroad strongly recommended. Teaching Minor: Five courses beyond 212, including one in conver- sation-composition, one literature, one in civilization, and two electives. All courses must be upper division courses. Study in Spain or Latin America recommended. Recommended Supporting Courses: Linguistics, another lan- guage, Pre-Columbian civilization, Latin-American Area studies. Consult department for other supporting courses in humanities. 111,112 Beginning Spanish Aims to develop the four basic skills: understanding, speaking, reading, and writing of elementary Spanish. Introduction to culture of Spanishspeaking world. Laboratory work is an integral part of the course. 199 Internship Internship for lower division credit. 211,212 Intermediate Spanish Through the reading of selected Latin American and Spanish texts which stimulate intellectual growth and promote cultural understanding, students review all of the basic structures of Spanish, and build conversational skills through class discussions. Designed for students with 2-4 years of high school Spanish or its equivalent. (211 Fall, 212 Spring) 216, 316 Intensive Individualized Spanish (See under Program in Global Community) 2 4 9 Selected Works of Spanish and Latin American Literature in Translation Major works of Spanish and Latin American literature representing various ~ e r i o d sand movements are read in Enalish translation. Throuah background reading and class discussion in English the student is acGuainted with the salient artistic qualities and cultural-historical significance of the readings. Credit in this course does not count toward a major or minor in Spanish. Sophomore standing preferred. (On demand) 2 6 1 Spanish Language (See under Metro-Urban Studies, SAUS and LISLA) 299 Directed Study Independent study for lower division credit. 311 Spanish Conversation and Composition Thorough oral and written practice in correct expression with the aims of fluency and facility. Enrichment of vocabulary. Laboratory work. This course is a prerequisite for all upper division courses. (Prereq.: 212 or equivalent. Fall) 312 Spanish Expression Intended for students who have a basic command of writing and speaking skills in Spanish and wish to expand them, Intensive practice to improve oral and written expression with emphasis on conversational facility, stressing idiomatic usage and the finer points of grammar. Readings to stimulate discussion and broaden cultural background from contemporary literary texts and magazine articles. Conducted in Spanish. (On demand) 331 Spanish Civilization and Culture Study of the Spanish character and of Spanish contribution to world civilization through historical, intellectual, literary, and artistic movements. In Spanish. (Prereq.: 311 or consent of instructor. Alternate years.) 332 Latin American Civilization and Culture A study of the cultural heritage of the Spanish American countries from the Pre-Columbian civilizations to the present. In Spanish. (Prereq.: 311 or 212, with consent of instructor. Alternate years) 350 Introduction to Literature for Language Students Theory and practice of literary studies. A theoretical component (in English) treats the basic principles of literature, literary genres, and different approaches to literary analysis. Students apply the theory through reading, analyzing, and discussing selected works of literature. Recommended for majors and minors. Open to all qualifed students. (Prereq.: 311or consent of instructor. On demand) 3 5 2 , 3 5 3 Survey of Spanish Literature I, 11 A study of representative authors in Spanish literature, supplemented by lectures on the literary movements and development of Spanish literature. Lectures, discussion, written and oral reports in the language. (Prereq.: 311 o r consent of instructor. On demand) 354 Representative Hispanic American Authors An introduction to S~anish-Americanliterature. Lectures, discussions, written and oral reports in the language. (Prereq.: 311 or consent of instructor. On demand) 399 Internship Internship for upper division credit. 4 1 1 Advanced Conversation and Composition Emphasis on increasing facility and correctness ofwritten and oral expression through conversations, discussions, ~'epo~ts. debales, and written compositions and grammatical exercises. (Prcrecl.: 3 l l or consent of instructor. 4 5 6 Spanish Drama Study of the masterpieces of dramatic literature in Spain. Oral and written reports in the language. Emphasis on the Golden Age and the Modem Period. (Prereq.: One survey course. Alternate years) 457 Spanish Novel Study of the outstanding novelists of the nineteenth and twentieth century in Spain. Oral and written reports in the language. (Prereq.: One survey course. Alternate years) 4 9 9 lndependent Study lndependent study for upper division credit. General Studies (GST) John A. Hill (Registrar),Joel Mugge, Donald Warren Some courses help to integrate learning around topics in ways which are different from the more traditional disciplines. General Studies include specialized academic enrichment programs, an integrative pro-seminar created by cooperating faculty, and offerings of the Center for Global Service and Education. 005 Freshman or Transfer Seminar An introduction to college academic life required of all new students a t Augsburg. The seminar meets regularly through the first half of the fall term. No course credit. 140,141 Introduction to the Liberal Arts (112 course each) An introduction to the philosophy of the liberal arts curriculum and to the philosophy and student services available a t Augsburg College. The course also focuses on improving those skills s o important to academic success: reading rate and comprehension, note taking and textbook reading, time management, vocabulary, spelling, test taking, concentration and memorization, conflict management, assertiveness training, career planning, and making decisions. (140, Fall: 141, Spring) 230 Cultural Issues Seminar (See under Program in Global Community) Health and Physical Education Department (HPE) Virtually all students at Augsburg College will interact at some point in their college years with the Department of Health and Physical Education. It is the philosophy of the Department to provide quality experiences in professional preparation and education for lifelong participation in physical activity. In addition, the gifted athlete as well as the occasional player will find ample opportunity for athletic and developmental activities. The Physical Education Department provides the organizational framework for a wide-range of educational experiences, including several mqjor and minor programs: general education in Physical Education (Lifetime Sports): men's and women's intercollegiate athletic programs; intramural programs for men and women: and athletic facilities for developmental and recreational activities. Department graduates have traditionally found employment in educational settings. Additional career opportunities are possible in YMCA and community services, municipal park and recreation departments, as adult fitness instructors, and in working with people with disabilities. Health and Physical Education Faculty: Richard A. Borstad (Chairperson), David Boots, Marilyn Pearson Florian. Paul Grauer, Alvin Kloppen, Joyce Pfaff, Edwin J. Saugestad Health Education Mqjor: 110,114,115,320,354,410: 810 103,108,111;CHM 105 or 109;PSY 105:SOC 231,336. Teaching Mqjor: Same a s health education major plus 355. Stu- dents wishing to become licensed teachers should consult with the Education Department for requirements. Minor: 110,114,115,320; 810 103;SOC 231. 110 Personal and Community Health Modem concepts and practices of health and healthful living applied to the individual and the community. (Fall) 199 lnternship Internship for lower division credit. 114 Health and Safety Education (112 course) Principles and practices of safety education in school and community life. Includes information about school health programs and prevalent health needs and problems of school age children, and American Red Cross First Aid course. 115 Health and Chemical Dependency Education (112 course) An analysis of chemical abuse and what can be done for the abuser. Includes information about school health programs and prevalent health needs and problems of school age children. 299 Directed Study lndependent study for lower division credit. 320 School Health Curriculum Techniques for developing a course of study based upon growth and development for grades K-12. Special work units in nutrition and diseases. (Prereq.: All courses in the major sequence numbered in the 100 and 200 series and consent of instructor.) 354 Teaching the Exceptional Child (112 course) Education of the exceptional child with special reference to the analysis of functional and organic abnormalities and the role of school health and physical education programs. (Prereq.: 350. Spring) 355 Tests and Measurement (112 course) Survey of basic statistical procedures and evaluation of tests in health and physical education. (Spring) 399 Internship lnternship for upper division credit. 410 Administration and Supervision of the School Health Program Historical background, legal bases, school health services, and relationships to community health program and resources. Methods and materials in health education with laboratory experience in classroom and community. (Prereq.: 320. Odd number years, Fall, Interim) 499 lndependent Study lndependent study for upper division credit. Physical Education Mqjor: 114,115,354,355; 223,231,232,243,350,351,471,472, 474,475;810 103. Teaching Licensure Mqjor: 114,115,354,355; 223,231,232,243, 350,351,365,471,472,474,475;BIO 103.Students wishing to be- come licensed teachers should consult with the Education Department for requirements. Mqjor with Specialization in Adapted Physical Education: Consult department chairperson for individual program planning. Minor: 114,115;223,231,232or 472,243. Coaching Endorsement: 243,351, 475, one of 476-483 (except 481), and practicum in coaching (499 is an optional method for meet- ing the practicum requirement). Notes: Physical education major plus coaching practicum meets the coaching requirement. Coaches entering their first headcoaching assignment in Minnesota high schools are required to have at least a coaching endorsement in the field of physical education and athletics. 002,003 Lifetime Sports Three hours per week. Two lifetime sports meet the general education requirement. (Part-time students should consult with department chairperson) No course credit. 199 Internship lnterrnship for lower division credit. 223 Team Sports Theory and practice i n skills, teaching, and officiating team sports. (Spring) 231 Individual and Dual Sports Theory and practice in skills, teaching, and officiating individual and dual sports. (Fall) 232 Recreational Activities and Rhythms (112 course) Theory and practice in performing American heritage and international folk dances. Exposure to New Games concepts and activities. Practice i n teaching and performing selected social dances. (Interim) 234 Outdoor Education (112 course) 'Thls course wlll loalc at a wide variety of outdoor activities that can be Laught in a school setting. The following activities will be emphasized: Canodng. back-pacl$ing,cycling, outdoor cooking catnplng and watcr safely. Studcnts must Ire prepared to spend somr: wcel~cndsparticiprtling in these activities. (Even number years, Spring) 243 History and Principles of Physical Education History, principles, and philosophy of physical education. (Spring) 299 Directed Study Independent study for lower division credit. 350 Kinesiology Mechanics of movement with special emphasis upon the muscular system and analysis of movement. (Prereq.: 810 103; Fall) 351 Physiology of Exercise The major effects of exercise upon the systems of the body and physiological principles applied to exercise programs and motor training. (Prereq.: 810 103. Spring) 354 Teaching the Exceptional Child (See Health Education) 355 Tests and Measurement (See Health Education) 365 Physical Education Methods (K-12) Procedures, materials, and issues for teaching physical education at the elementary and secondary levels. (Fall) 399 Internship Consult department chairperson. 455 Sailing in the Virgin Islands Designed for the beginning and intermediate sailor interested in learning thc art and practlce of sailboat cruising. The course will focus on taking the participant to a compctent level of sailboat handling (anchoring, mooring, Irclming and crewing). (Interim) 471 Physical Education Programming Procedures and techniques of management, leadership and decision making for physical education and interscholastic athletic programs. Curriculum analysis and preparation. (Prereq.: 243. Fall) 472 Gymnastics (112 course) Theory and techniques of teaching gymnastics. Opportunity to teach and perform in all apparatus events and tumbling. Experience in spotting and skill analysis. (Fall) 474 Swimming and Aquatics (112 course) Theory and practice in teaching swimming, lifesaving, and water safety. Open only to junior and senior Physical Education majors and minors. (Prereq.: Swimming competence a s determined by pre-test. Fall) 475 Preventlon and Care of Athletic Injuries (1/2course) Emphasis placed on preventing injut ips. 'Trcatrnmt of common athletic injuries. Practical expericntc in taping and training-room procedures. (Prereq.: 350. Fall, 1 s t half of term, and even numbered years, Interim) 476 Coaching of Football (112 course) Theory, technique and administrative aspects of coaching football. (Odd number years, Fall, 1 s t half of term.) 477 Coaching of Basketball (112 course) Theory, technique and administrative aspects of coaching basketball. (Odd number years, Interim) 478 Coaching of Hockey (112 course) Theory, technique and administrative aspects of coaching hockey. (Odd number years, Interim) 479 Coachina of Track and Field 1112 course) Theory, t&hnique and adminishitive aspect's of coaching track and field. (Odd number years, Spring, second half of term) 480 Coaching of Baseball/SoRball(1/2 course) Theory, technique and administrative aspects of coaching- baseball and softbail. (Odd number years, Spring, 2nd half of term) 481 Ofilciating of Basketball (112 course) Mechanics, techniques and practical experience of officiating basketball. Prepares student for certification by the Minnesota Stae High School Association. (Interim) 483 Coaching of Volleyball (112 course) Theory, technique and administrative aspects of coaching volleyball. (Odd number years, Fall, 1st half of term) 499 Independent Study Directed intensive study in an area of physical education. Open only to junior or senior majors. History Department (HIS) History is to society what memory is to an individual: it brings to a civilization an understanding of its identity. The distinguished MedievalistJ.R. Strayer expresses it this way: "No community can survive and no institution can function without constant reference to past experience. We are mled by precedents fully as much as by laws, which is to say that we are ruled by the collective memory of the past. It is the memory of common experiences which makes scattered individuals into a community." A society's history is also a storehouse of human experiences that enables us to deal more knowledgeably with the continuities and changes in current issues. Established disciplines, as history long has been, train the mind by developing concepts and skills that enables one to deal with masses of information. Many have found that history is an entree into the richer eqjoyrnent of travel, cultural events, and the broad reading eqjoyed by the educated person. Accordingly, history has long held a maljor role in the liberal arts. This is true at Augsburg. The department has strength in and requires of its majors work in four main areas: ancient and medieval, modem Europe, United States, and the non-western world. The department's graduates are well represented among professional historians: at present, six are in graduate schools preparing for such careers. More have distinguished themselves as social studies teachers in elementary and secondary schools and current projections indicate that there will be growing opportunity in that field for history maljors. For most of our students, however, the study of history provides one of the better undergraduate liberal arts experiences, valuable both for personal enrichment and a wide variety of career choices. History Faculty Richard Nelson (Chairperson),Orloue Gisselquist, Donald Gustafson, Khin Khin Jensen M a o r : 8 courses plus 1seminar. At least four of these courses must be upper division. A major must have at least one course (either survey or upper level) from each of the four areas. Ancient and Medieval: Modem Europe; U.S.; and non-Western. M q j o r f o r T e a c h i n g L i c e n s u r e : Students interested in secondary education may take a history major in combination with specified social science courses and the required educational courses, in compliance with the state requirements. For more information, see the department chairperson or the Social Studies Coordinator. M i n o r : 5 courses, a t least three of which must be upper division. H o n o r s Mqjor: GPA of 3.6 in the major and 3.0 overall; except in spe- cial instances, application before the end of the first term of thejunior year; two years of a foreign language a t the college level (or its equivalent); an honors thesis (equal to one course credit) to be defended before a faculty committee. N o t e s : Freshmen should enroll in one o r more of the 101-104 courses. 221-222 are normally reserved for sophomore or upper division students. Lower division students are asked to take at least one lower division course before registering for an upper level course. There are 13 upper division courses (numbered 300 and up) in this department. Several are offered each term. Offerings depend upon faculty schedules and student registration. 101 The Beginnings of the Western Culture An analysis of the primary civilizations in the Near East, the classical world of Greece and Rome, and the middle ages of Europe into the 13th century. 102 The Shaping of Western Civilization A consideration of European institutions and values from the waning of the middle ages through the remodeling of Europe by Napoleon. 103 The Modem World A study of the main currents in western civilization from the time of Napoleon to the present. 104 The Modem Non-Western World An introduction to various centers of cultural and political power in Asia and Africa of the last 200 years. 199 Internship Lower division internship. 221 U.S. History to 1877 A survey of Americans from Jamestown through the efforts to reconstruct a nation torn apart by The Civil War. (Fall) 222 U.S. History Since 1877 An assessment of the century which precedes our time with an effort to consider the various social, economic, intellectual and political forces and events that have created the modern United States. 226 Asian and ~sian-~merican'wornen in Public Life in the 20th Century An exploration of the experiences and contributions of selected women in China, Japan, India, Korea, Philippines, and the state of Hawaii, Includes cross-cultural perspective, responses to impact of modernization and Western education. 299 Directed Study An opportunity for a student to d o readings or study on topics not covered in the scheduled courses. The proposed study must b e approved by the directing faculty member and the chairman of the department before registration. A maximum of one course in directed study may be applied to the major. 322 Modem Southeast Asia A study of the major historical events, personalities and political developments in this area. A comparative analysis of the nationalist movements and the process of decolonization will especially focus on Indonesia, the Philippines, Burma and Vietnam. 323 Modem China A selective treatment of Chinese history since the Opium War of 1839. The erosion of China's isolationism and collapse of the imperial system. The Nationalist and Communist revolutions of the 20th century. 324 Modem Japan An examination of the emergence of Japan a s a major world power in the 20th century. Components of the course will include a study of the distinctive features of the Pre-Meiji era, modernization factors since 1868, interaction and encounter with China, urban development, ecological problems, role ofwomen and Japan's trade in Asia and Africa. 331 Topics in U.S. History Exploration in depth of selected topics in U.S.history (excluding foreign policy: s e e History 332). The specific topics to b e offered will b e announced prior to registration. 332 History of American Foreign Policy The relationship of foreign policy to general American development is stressed. 347 Mexico: a Historical Perspective (See under Program in Global Community) 360 The Ancient Near East and Greece to 338 B.C. The development of civilization in the Near East from earliest times through its extension and elaboration by the Greeks. Emphasis is placed on the development of writing, achievement in the arts and sciences and political institutions. 361 Hellenistic Greece and Rome to 330 A.D. A study of the development ul Alcxa~idcr'sLmpirc, the Hellenistic kingdoms and the rise of Rome as lhc wnl-Id's qrcatest power. Emphasis is placed on personalities, the 31'1s iliicl S C ~ C I ~ C Carid S Rome's contributions in law and the political process. 370 The Late Middle Ages to 1560 A study of the scholastic tradition and the role of the Church and state through the changes forced on these institutions during the Italian Renaissance and the early years of the Reformation. 399 Internship in History A limited number of internships may be available for qualified upper division students majoring in history. In this connection, students are encouraged to consider the opportunities available through the Cooperative Education program. 412 England in the Tudor and Stuart Periods A study of English history from a 15th century background through 1714. The emergence of modern constitutionalism is the major theme of the is also placed on 16th and 17th century aspects of EngC ~ L I I -Emphasis SC. la~tcl'ssubsctl~lent1,olein Ihe world economy and on the English literary ~ r r ~ a i s s a ~ofi cEIlzaI~ettrari c and early Stuart periods. 416 Europe in the Seventeenth Century The study of this centurv a s the most critical ~ e r i o din the rise of the mode l . ~statc: ~ L ~ n l ~ h a sisl salso placed on the el;1ergence of modern science aud I l s efiecl o n lritetlectual history. The chronological boundaries may be I listed as 1560-1714. - 431 European Urban History A history of the dynamics of urban growth, the distinctive institutions, and the c u l t u l ~of cltics ill L I I I ( ~ I Cfrom the Late Medieval to the 20th century, with for.1~.or1 spcrifir. tiistorir. cities a s examples. The course is designed for histnly students, iiil~nnstudy majors, and those who desire a backgrounrl Lo cnrich I ~ ~ l u11r avcl. c 440 Twentieth Century Topics in World History This course emphasizes such topics a s Hitler's fascism, the collapse of colonial empires and the rise of the third world. The emphasis will be on Western Asia, Europe, and Africa in the last fifty years. 474 The World and The West This course begins with Europe's discovery of the rest of the world, considers cultural interaction and conflict, and the building of European empires in Asia and t h e Americas, and concludes with the breakdown of these imperial systems a t the end of the 18th Century. 495 Seminar Selected topics. Admission by permission of the instructor. 499 lndependent Study Majors with an average of 3.5 o r above in history courses are encouraged to apply for directed lndependent study. A maximum of one course in independent study may be applied toward the major. Humanities (HUM) Bruce Reichenbach (Chairperson),John Benson The Humanities mqjor provides the opportunity to reflect across departmental lines, t o experience the ways in which different academic disclplines approach similar questionsand issues, and to participate in interdisciplinary learning experiences. You can, in effect, create your own mqjor by choosing a theme or topic you wish to study, and then by taking courses in various departments relating to that theme. The mqjor was created especially to encourage students not mqjoring in the humanities but in such areas as science, business, or social science to broaden their insights and perspectives by taking a broadly-based second m qjor. Maor: 9 courses, including 275. Six of the courses must be upper division. Courses must be selected from at least four of these seven departments - Art, English, Foreign Languages, History, Philosophy, Religion, and Speech, Communication and Theater Arts. No more than three courses from any one department can be used to satisfy the requirement. Each student taking a humanities major will focus on some particular theme or perspective which will constitute the core of the major program. Six of the nine courses must be taken in this core. The core adopted and the courses chosen to meet the requirement will be worked out with the student's adviser in the humanities, and must be approved by the Humanities Major Committee. The theme or perspective of the core can be chosen from those listed in the Humanities Handbook or can be created by the student in consultation with an adviser in the humanities. Further information concerning the core can be found in the Humanities Handbook. A student may not list a double major in humanities and in one of the component disciplines unless the distribution of courses selected in the humanities major is significantly different from the other major. 275 Perspectives on the Humanities An introduction to the humanities which focuses on different themes, dependin upon the instructor. The course correlates ideas, principles and values $om the perspectives of several of the humanities disciplines. ' Interdisciplinary Studies (INS) (See under Metro-Urban Studies, Program in Global Community, and Women's and Minority Studies) International Relations Norma C. Noonan (Director) International Relations is an interdisciplinary major which offers the student both breadth and depth. The student may focus on a discipline or geographic area of the world. The program consists of a core of seven courses and seven electives chosen from a wide list of courses offered at Augsburg and other colleges. Students are encouraged to consider foreign study for Interim or a semester. Competency in one language is required, and some students study two languages. The goal of the program is to give students a broad exposure to international studies with considerable freedom to choose options for specialization. Students in the recent past have focused their studies on Latin America, the Middle East, Western Europe, the USSR, the Far East, Southeast Asia. and others. Recent students have had double mqjors in History, Political Science, or a foreign language. Numerous combinations of majors and minors are possible with the International Relations major. Major: 13courses. (1) 6 required courses: ECO 122 or 123: HIS 103 or 104; POL 158 or 160; 2 of the following: HIS 332, POL 363, 461; the fourth term of college work in a modem foreign language. (2) 7 of the following electives (not more than 4 from any one discipline may be counted toward the major): HIS 322, 323, 324, 440, 474; POL 350, 351,381,382; SOC 336; PHI 355; REL 356; Comparative Economic Systems (ACTC course); an Economics (Topics) course on International Trade; seminar, independent study, or interim course on a relevant topic offered in the discipline of economics, history and/or political science; the fourth term of college work in a second modern language. Minor: Required ECO 122 or 123, HIS 103 or 104, and POL 158or 160. One course of HIS 332, POL 363 or 461. One year of foreign language. Any three courses from the list of approved electives for the major. Not more than 2 courses from any department could count toward the minor. N o t e : Only the fourth or higher term of languages counts toward the major; prerequisite courses or competencies cannot be credited toward the 14 required courses. Students should confer with the program director about regional and disciplinary concentrations possible within the major, for example, a concentration on a geographic area or in one of the major disciplines in the program. Mathematics and Computer Science Department At least since Socrates, scholars have appreciated the value ofmathematics in developing the skills of critical thinking, understanding abstract concepts, and analyzing and solving problems. Coupled with the more modem needs of quantitative thinking, these skills are still essential for any liberally-educatedperson. Mathematics and computer science courses at Augsburg are intended to help develop these skills. Mathematical ideas in and of themselves have had a formative impact on the development of civilization, and the development of computers has begun to influence modem society. To the extent that a liberal education must include a variety of perspectives on our culture and heritage, a study of these influences is important. An increasing number of academic disciplines require a working knowledge of the tools of mathematics and computer science. To this end, the department of Mathematics and Computer Science serves students majoring in a wide variety of fields. Majors within this department are prepared for work in industry, service professions, or graduate study, with opportunities to focus on either the theoretical or the applied areas of their vocations. The department aims to provide its own majors with skills necessary to serve the larger community through a variety of careers. Mathematics/Computer Science Faculty: Lawrence Copes (Chairperson), Lany Crockett, Beverly Durkee, Henry Follingstad, Noel Petit, Larry Ragland Mathematics Mqjor: 9 courses including 124,125,215,224,314, 324.Also required: CSC 170 or 270.The following courses d o not count toward this major: 104,114,121,122,131,174,175. For teaching licensure, courses 351,373,441 must be included. Stu- dents wishing to become licensed teachers are advised to consult with the Education Department for requirements. Computer Science Mqjor: 9 courses including 240,345,350,445, 450;270 or BUS 175: 3 electives from 340,352,395,495,497,MAT 355,PHY 261,and BUS 479 or SOC 363.Also required: MAT 174,175 (or MAT 124,125,224and CSC 170);MAT 215;BUS 279 or MAT 373 or SOC 362. Honors Major: GPA of 3.5in mathematics and computer science, 3.1 overall. Independent study at an advanced level with participation in a department seminar. Mathematics Minor: 5 courses, including 124,125, (or 174,175) 224.The following courses do not count towards the minor: 104,114, For a teaching minor, the two additional courses must 121,122,131. be selected from 215,314,351,373,441. Computer Science Minor: 5 courses, including 170 (or MAT 175), 240,345,350,and one course from BUS 279,any CSC course over 260,MAT 355,PRY 261,or SOC 363. Prerequisites/Placement Test - Before enrolling in any course in this department the student must have satisfied certain course and/ or placement test prerequisites. A course must be completed with a grade of 2.0or higher to count a s a prerequisite. The Placement Test is given during college orientation sessions and at other announced times during the year. Score requirements on the test for entry to courses are: I1 for course 104;111 for courses 114,121, 122,131;IV for courses 124,174.Students whose score is V, or who have taken the College Board Advanced Placement Exam, should consult with the department about appropriate courses. Any exceptions to course or placement test score prerequisites must be approved by the instructor. Mathematics (MAT) 104 Intermediate Algebra A revicw of basic ari tlimetic concepts and a study of algebraic expressions including cxponc~ils,radlcals, and rational expressions: algebraic processes lncludinn factoring: solving equalions and inequalltles in one variabIe, inclurlirig litiear and quadratic; anti graphs of linear and quadralic equations and Ilnear Ineq~iall(lcsin Lwo varlabtes. Does not satrsiy Lhe getieral etl~tcahinllrcquireincr~lin mathen~atics.Adnllssion only via Augsl~urgMall~emalicsPlacetnenl Exam. (I'rerecl.: Placement Oroup II, P/fl gradingonty, Fall) 114 Elementary Functions A study of functions: algebraic, exponential, logarithmic, and trigonometric. For sludents planning to take 124 or 174. Students who have completed 124 or 174 may register for credit only with consent of instructor. (Prereq.: 104 or Placemenl Group I l l ) 121 Finite Mathematics Topics of linearity and probability with applications to the social and behavioral sciences. (Prereq.: 104 or Placement Group I l l ) 122 Calculus for the Social and Behavioral Sciences Differential and integral calculus of a slngle varlable wlth applications to the social and behavioral sciences. Sttade!its wlto have compleled 124 may not register for credit. (Prereq.: liI4 or Placcmcnt firotlp I l l ) 124,125,224 Calculus I, 11,111 Differential and inlcgtal calarlus, including calculus of several variables and series, with applications primarily Crom the physical sciences, Inlegrated with Lopics from plane anrl solid analylic geomelly. Prilllarily for students in thc natiiral sciences. (Prcrcq,: I 1 4 or Placemerit Group IV for 124: 1 2 4 for 125; 1 2 5 for 224.124, Fall; 125, Spring; 224, Fall) 1 3 1 Mathematics for the Liberal Arts An examination of the interaction between the development of mathematics and that of civilization. Primarily for students not intending further study in mathematics. (Prereq.: 104 or Placement Group Ill. Spring) 174,175 Mathematics for Computing 1. I1 A studv of discrete and continuous mathematics with a ~ ~ l i c a t i o to n scom. puter science, integrated with learning a higher level'programming language. Primarily for students planning to major in computer science. (Prereq.: 114 or Placement Group IV for 174: 174 for 175. 174, Fall; 175, Spring) 2 1 1 Number Theory A transitional course from computational to abstract mathematics. A study of the integers and their properties. (Prereq.: consent of the instructor) 215 Elementany Linear Algebra A study of linear equations, determinants, vector spaces, linear transformations, and matrices. (Prereq.: 1 7 5 or 224. Spring) 226 Differential Equations Solutions of ordinary differential equations with applications: solutions by special integral transforms: systems of differential equations with matrix algebra techniques; series solutions. (Prereq.: 224. Spring) 299 Directed Study Independent study for lower division credit. (Prereq.: consent of instructor) 314 Abstract Algebra A rigorous investigation of the basic structures of algebra, such a s groups, rings, integral domains, and fields. (Prereq.: 215. Fall) 324 Analysis An introduction to the study of mathematical analysis, Includes a rigorous study of major concepts used in the calculus and their application to more abstract situations. (Prereq.: 224. Spring) 351 Modem Geometry A study of Euclidean and non-Euclidean geometries by synthetic, coordinate, and transformation methods. (Prereq.: 122 or 125. Alternate years, Spring 1988) 355 Numerical Analysis A study of methods used to solve problems on computers. Analysis of computational problems and development of algorithms for their solutions, applications of a procedure-oriented programming language in numerical analysis. Topics include the general concept of iterative formulae, solution of equations, Newton's mettiod, linear systems, interpolation, numerical differentiation and intearation. (Prerea.: 175; or 224, CSC 170. Fall) - 373 Probability and Statistics An analytic study of probability and statistics, including probability distributions and densities, expectation, sampling distributions, central limit theorem, estimation, correlation and tests of hypotheses. (Prereq.: 1 7 5 or 224. Fall) 399 Internship Consult Internship Director or Chairperson to determine project. 4 4 1 Foundations of Mathematics Set theory, logic, axiomatic method, and development of number systems. (Prereq.: 314, 324, completion or concurrent registration; or consent of instructor. Alternate years, Spring 1987) 4 8 1 Topics in Mathematics Study of advanced topics selected from real or complex analysis, abstract algebra, topology, probability, statistics, or computer science. (Prereq.: 314,324; or consent of instructor. Spring) 499 Independent Study Topics defined through consultation between student and department. Computer Science (csc) 145 Computing for the Liberal Arts An introduction to computers, programming, and computer applications, a s well as some of the social and philosophical issues associated with computers. Primarily for students in non-science areas. Does not count towards either a computer science major or minor. 170 Structured Programming and Discrete Mathematles An ItiLroclucllon to cornl>ule~' languages and algorithms. and dlscrcte inatllemalics topics ir~~ltictir~g loglc, scls, functions, relations, statistlcs. niatriccs, combinatorics, graphs and trres. Applicatinns from matticmatics, business. and natural scicticcs. I'rognmlniny in a higher lcvel tanguage such as rascal. [Prercq.: MAT 3 24. Spring) 174.175 Mathematics for Computing I, 11 (See MAT 174, MAT 175) 240 Survey of Computer Science AII Introdiicllon Lo conipil ter organizatiori and structure. assembly and n~acfilnclanguages, co~nplllerlogic design, number and character represeritallons, arid f~~nctions ofcoinpoi~entsorcm-rtplltcrsystems. Continued u t p~cq~clrntni~~t roncel~ts.( Prereq.: MAT 175, or clevclnprnenl o f slr ~ ~ c led AT 12 I, MAT 124, and Vascal bolh 170 and MA'I' 124: or eqvivulcril programming course. Fall) 2 6 1 Electronics (See under Department of Physics) 270 FORTRAIY Study ofthe FORTRAN programming language. (Prereq.: 170, or MAT 175. Interim) 340 Digital Communications and Computer Networks Princi~lesand methods of data communications. distributed ~rocessina systems, network protocols and security, and general compukr interfa; ing. (Prereq.240. Fall) 345 Comp~rterSystems and Assembly Language Sill vey nrr:omputess. latigltages, systems, and epplications. Development or competence in asscrnhly language programming. Elements of compr~te?' operalion. including input-rlutput, interrupts, and an introduction to npcrating Tystems. (I'rcrcq,: 240.F.1111 350 Data Strt~cturesand File Processing Concepts and algorilllms used it1 LIle S O ! U ~ ~ornon-numerical D~ problems. Applicalions to cla ta manngetncnl syslelns, file organlzalion, inrormallon rclricval, list processing, pxogramrninq languages, and storage devices. (rrereq.:240. Spring) 352 Database Management and Design Slnic1ul.e afdatahase managelnel!l systems,query facilities, file organi~~Y. the develepmenl of an elementary database ration and S E C ~ ~ TInrli~ding system. (240 is recotnme~~dcd helore 552 is ialrcn. Spring) 395 Topics Study of intermediate topics, from such areas a s computer graphics, artificial intelligence, computability, and automata. (Prereq.: consent of instructor) 399 Internship Consult Internship Director or Chairperson to determine project. 445 Operating Systems and Computer Architecture Elements or operating systems, melnoiy aticl process management, interactions nnrong ti~a[orcornpnnelils of conipr~tersystems. and a detailed sli~rlyof tlte eflecls oir:ompuler arc!iilectlirf rl11 operating systems. Prereq.: 345, MAT 2 IS. Spring) ~ - - - 4 5 0 Theory of Programming Languages and Compilers Structure of computer programming languages, including data types and control structures, implementation considerations for programming languages, lexical analysis and parsing, and interpretive languages. (Prereq.: 350, MAT 215. Fall) 4 9 5 Topics Study of advanced topics, often more extensive pursuit of a n area from o n e of the other courses. (Prereq.: consent of instructor) 497 Research Project An extensive group o r individual project selected in consultation with a faculty member in the areas of software-hardware interfacing. Ifdirectly supervised by a faculty member the course may b e taken for credit. (Prereq.: 345,350. Spring) 4 9 9 Independent Study Topics defined through consultation between student and department. MetromUrban Studies (INS) Metro-Urban Studies is a transdisciplinary major and minor taught by faculty in sociology, economics, history, political science, psychology and other related disciplines. The Metro-Urban Studies program seeks to blend classroom and field experience, theory and internships which focus the content of liberal learning on the metropolitan community and the process of urbanization. The Metro-Urban Studies major and minor are designed to provide undergraduate preparation for postgraduate studies in Planning, Architecture, Law, Public Administration, Environmental Studies, Social Welfare, Government, Community Organization, and Theology. The program and college-wide urban concerns requirement introduce students to the wide variety of developing careers related to urban and metropolitan affairs, equipping students with the analytical and theoretical tools required to understand the metropolitan community. Cooperative Education and Internships are available as ways to enhance the quality of the major and make fuller use of the extensive metropolitan opportunities afforded by the college's location. Metro Urban Studies Faculty: Gany W. Hesser (Director), Robert Clyde, Norman Ferguson, Orloue Gisselquist, Satya Gupta, Myles Stenshoel Major: 15 courses, including 1 0 core requirements: ECO 123, 279 or SOC 362; HIS 431: POL 122,384 or SOC 363: SOC 111,381: a minimum of one course of internship or independent study: two non-socia1 science courses with an urban emphasis, a t least one of which must be in the humanities (current options include ART 102, BIO 105, ENG 351, INS 233,260, PHI 362, PHY 111, SPC 342). PSY 356 is highly recommended. To complete the major, the student has a choice among three emphases or tracks: General/Liberal Arts, Planning or Public Administration. These five elective courses must include a minimum ofthree disciplines. Options include a wide variety of courses, interims, internships, independent studies, and urban courses at other ACTC colleges, a s well a s those offered through the Higher Education Consortium for Urban Affairs (HECUA). Minor: To b e linked with appropriate majors (such a s business administration, history, political science, psychology, religion, sociology, speech). Core courses are required for the concentration: ECO 120 or 123; POL 122; SOC 111,381;an approved Social Science Research course; an approved internship and/or independent study. Other combinations are possible and may be approved by the director. 199 Internship Lower Division internship. Consult Program Director to determine project. (Pall, Interim, Spring and Summer) 299 Directed Study Independent study for lower division students (Prereq.: consent of instructor and SOC 111or 121. Fall, Spring, Summer) 399 Internship Consult the Program Director for details. (Prereq.: consent of instructor, Fall, Interim, Spring) - 498 Independent Study Metropolitan Resources An independcnLIy dcsignrd cou~.scra sluclerit (or group ofstudents) develops, ~nalrinqextetisivc, systen~aticancl irrtegraled i~tllizallonof resources available ir! the metrclpolitarl comin~rnlly.e.y. leclures. symposia, perrorlliab~ces,hearings. 1-hesc resatlrces I)ecolne t h e core of Lhe course, supplcmcntetl Ily trarlltlonal college resources. The course is designed in co!iqultallon with anrl evalualed I>y a department faculty member. .(IJrercti.:SQC 1 I t or 121 and consent or Instructor. Fall, Spring, Summer) 499 Independent Study Student must prescllt written proposal containing rationale, objectives and methodoloqy oC Lhe proposed stildy according to department guidelines. (Prereq.: SOC. I l l or 1 2 1 and consent of instructor. Fall, Interim, Spring) Urban Studies Options Through HECUA Augsburg co-founded and plays a leading role in the Higher Education Consortium for Urban Affairs (HECUA),a consortium of 16 college and universities. Augsburg's Metro-Urban director is serving a fourth term a s HECUA president. Through HECUA, Augsburg students have access to five interdisciplinary field learning programs of exceptional quality, located in Scandinavia, South America, Central America, San Francisco and the Twin Cities. I. Metro-Urban Studies Term (MUST) This program focuses upon the Twin Cities metropolitan area. 358 Readings Seminar: Urban Issues Reading materials are assigned to complement morning field seminar topics, Included are government and institution publications, joumal articles and books. 359 FleId SemlnanTwln CRlea Metropolitan Area Using llw c~?mrnunTty as a classroom, slitdents visit agencies, talk with specialists In varlot~snclds, and investigate current Issues in Lhe Twin Cities area. Topics include: gcograptry. government, econo~mics,historic ethnic comrnunilies, Lransportallon, planning prescrvation. pop~~ralions, and soclal senriccs. 399 Internship Students are placed in a varlepy of public and private agencies for work experience. A lcarnlng contracl is developect with MUST faculty approval. Students may choose an intcmshlp of one or two courses. 11. Scandinavian Urban Studies Term (SUST) This interdisciplinary field learning program is at the University of Oslo and examines cities and urban life in Scandinavia. 372 Nonvegian Language Intensive language i~islmctlonat beginning or intermediate levels, with emphasis on co~~versalional listening and speaking skills. Students with aclvanccd Norwegian Ianguagc proficiency have the option of studying Norwegian literature. Note: For Language Credit the student should consult with the Chairperson of the Foreign Language Department. 377 Scandinavia in the World Global perspectives of Scandinavian societies. Exploration of Scandinavian viewpoints a s small power nations in a world of super powers and their role in issues of peace, confllcl resolutinn ancl amls control, EastWest relations, European security, Irade. and the 'l'hird World. Emphasis on Norway with field travel to Scandinavian capitals and to Leningrad for discussions with advocates of competing perspectives. 393 Norwegian Art and Literature: Perspectives on Social Change Social change and issues of change and development in Norway a s reflected in its art and literature. Selected works for survey of Norwegian history with emphasis on the contemporary period. Field study, site visits (theater, museums, galleries) and discussions with artists active in a vanety of media. 394 Urbanizatioq and Development in Scandinavia Examination of urban economic, social and cultural policies and practices a s a reflection of issues of the modem welfare state and social democracies. Includes historical survey of transformations from rural and regional cultures to urbanized and advanced industrialized nations. Emphasis on Norway, with field travel to Scandinavian capitals for a comparative perspective. 499 Independent Study Students with advanced Norwegian language proficiency have the option of conducting independent study research, using Norwegian language skills, on a topic approved by the GUST Program Director and the appropriate home college faculty adviser. 111. South American Urban Semester (SAUS) This "semester in the c i t y program is located in Bogota, Columbia. It focuses upon urbanization and development in the Third World. 2 6 1 Spanish Language Spanish instruction at intermediate or advanced levels. 361 Introduction to Columbia Overview of Columbia and economic development. 362 Proseminar: Urbanization in Latin America Readings, discussions, and lectures in both English and Spanish, with aid of SAUS staff and visiting Columbian urbanists. 363 Field Seminar: Wealth, Poverty, and Community Development in the Lalin American City Structirrcrl licld cnirrsc lncusing on plight and prospects of the urban poor in Rogc>ta, witti ficld trips to other Colombian and foreign cities for comparisoti. Visits to varior~stypes of barrios and to public and private agencies dealing with urban problems. 499 Independent Study In consultation with SAUS faculty, student elects a specific topic for library and/or field research related to subjects of seminar and/or major academic interests. IV. W o m e n and Work in A m e r i c a n Society (WWAS) Women and Work in American Society is an interdisciplinary spring semester program in San Francisco. The program focuses on the challenges that face women today and examines the impact of women in the workplace and on American society as a whole. (See also Women's and Minority Studies) 384 Women and Work Seminar focusing upon the various roles of women from diverse cultures, social classes, and historic periods through readings, guest lecturers, and site visits in the Bay Area. 385 Research Seminar A research seminar in field study through individual and group research i n the community on work and social change. 399 Internship (See MUST 399) V. Literature, I d e o l o g y and Society in Latin A m e r i c a (LISLA) This Spring semester program is an interdisciplinary field study that provides extensive study-travel in Colombia, Nicaragua, Puerto Rico and Grenada, Immersion in Spanish language and Columbian culture are stressed. 261 Spanish Language Spanish instruction at intermediate or advanced levels. 360 Latin Amerlcan Literature! Ferspecttves on Social Change Sclcctcd works nT literature and Uiealer illat express wrllers' and artists' perspeclivcs an Lalin American society anrl social changc. Ernptiasis on contemporary prriotl wllh cnnsirleral>le flcld stutly. lucl~tdltigInlervicws w l l l ~corn~nunilysits and "sl reet ll~ealevgroups, wrl tcrs, l i t r ~ a i ycritlcs, ccrmposcxs, pe~fonnersand film-nialccrs; s~nall-$grouplicld dssignments on currcnt arts activities: sile vislts lo museLlm and gaite~yext~lllits,inovies, plays, coriccrls arid a v a r I ~ t yafcor~~niutriiy arts evetits. 364 Lattn American A r t s and Society Introdclces lheoretical Iramcworlrs for examining Ll?erelationships among arts. idcology and socicly. rrovidcs historical background tl~rough survey of Latin Atncsican tho~1g11C In nra jor arlisllc periods: CoIonlal, Rcpi~bllcan, Ron~anlic,I'nsilivisl, Mr~dernlst,"lndlget~lsrno," Ileclllst and C(lntcmpnr a y . Readings ancl seniiriar 3ectui-tl-dlscussion~. 367 IdeoIogles of Sorlal Change In h t l n Amerlca Introductinn to lhe study (11 ideology and lllslorical overview of Latin Arncrirall ideologies, especially In relation to issues of developmenl and soclal change. Cemparativc slirdy of current ideologiral dcbatcs and their Impacl. with special atlcntion to diff~~sio~lism. "dcpendencia. ' Marxism anrl liheralion theology. Field study crnpllasites local resources, incl uding intcrvicw-discussior~swith proponents of compcling icIcnlogies; interviews witti ynvrrnmcrik, huslncss. churcl~and community people: site vlsits Lo psojccts rclierting itIeolagy+ln-pr;lcLlce. 499 Independent Study By special permission from LlSLA faculty, students with advanced Spanish proficiency can be exempted from Spanish and conduct independent study research instead. Music Department (nus) Throughout the ages, music has been seen as an aesthetic expression of the deepest and highest human emotions and thoughts. Thus music has long been seen as an integral part of a liberal arts education, offering an important component of personal, social, and intellectual development. The Music Department at Augsburg College offers courses in music and music performance to give students access to this essential aspect of human historv and culture. In addition. all students of the colleae community have the opportunity of in choral and instruhental ensembles which perform locally, nationally, and internationally. Augsburg College is an institutional member of the National Association of Schools of Music. The Music Department serves the general education needs of students and offers professional training in music. The music major combines a broad education in the liberal arts with a preparation for a wide range of graduate and professional opportunities. Student majors may choose from among four majors in three degree programs: Bachelor of Arts - Music Major: Bachelor of Music - Performance Major: Bachelor of Music - Music Education Major: and Bachelor of Science - Music Therapy Major. In addition to opportunities as professional musicians, teachers of music, and music therapists, graduates have access to a wide variety of careers. Leaders in the professions and business regard a liberal arts major as an excellent preparation for satisfying and effective service in many occupational areas. Music Faculty: Rokrt Karlkn (Chairperson), Robert Adney, Michael Brand, Laint: Bryce, Wayne Dalton, Stephen Gabrielsen. Thomas Gilkey, Medlce Rlemp, Angela Kretsrhmar, Nichotas Lenz, Cynthia Lohman, Paul Liohman, Steven Luud, Roberta Metzler, Kathryn PHckelson, Elizabeth Proctor Murphy, Celeste O'Brien, Marlene Pauley, Pauline Sateren, Dana Skoglund, Emma Small, Daniel Sturm, David Tubergen, Mary Wilson Entrance Procedures: Freshmen will enroll in the regular Bachelor of Arts program. Those wishing to become Bachelor of Music candidates must perform (Level 11 repertoire) in their major performance medium for a faculty panel. They must then apply, by petition, to the department before the end of their second semester of study. Candidate approval is necessary to register for B.M. level performance studies. Transfer students may enter the B.M. program on probation, subject to departmental approval of performance hearing and petition during their first semester in residence. Music Education majors must apply, by petition, to the department during the sixth term of study. Department approval and a cumulative QPA of 2.5 in all music courses is necessary for the education licensure program. All transfer students must take the theory placement examination at the first class meeting of 1 0 1 or 102. Freshmen who wish to be considered for a Freshman Performance Scholarship must perform in their major performance medium for a faculty panel. Auditions are scheduled, following application, during the senior year of high school, summer orientation sessions or at another time preceding initial registration. Honors Major: Candidates for the honors program are nominated each spring from among those juniors who have attained a GPA of at least 3.0 in music courses. A faculty committee must approve the candidate's honors project proposal and certify successful completion. The following possibilities are indicative of acceptable projects: senior thesis and its defense: an additional senior recital of graduate quality; composition of a work for vocal and/or instrumental ensemble of 15 minutes duration; conducting an ensemble concert: or combinations of the above. Degree and Major Requirements Core Curriculum (Required of all Majors): 101, 102, 111,112, 201, 211,231,232,311,312,341,342 or 344; 8 quarter courses in a major ensemble; Performance studies and recital requirements a s given under each specific degree and major. (See Applied Music section) French or German study a s stated in general education requirements. Bachelor of Arts Music Major offers the broadest education in liberal arts and prepares the student for the greatest range of graduate, business and professional opportunities. Students who intend to pursue non-performance graduate study, or desire to enter one of the many music-related business fields of employment, most often choose this course of study. Music Major: 13course credits: Core curriculum plus 1course credit of music elective; Performance studies - 6 quarter courses and 2 half courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458. Music Minor: 6 course credits: 101,102,111,112: 231 or 232; 341; 342 or 344; 4 consecutive quarter courses in a major ensemble con- current with 4 quarter courses in performance studies. Bachelor o f Music M u s i c Education M a j o r offers students the preparation necessary to become teachers of music in the public schools. This preparation includes coursework which allows the student to become certified to teach at the elementary through the secondary levels. M u s i c E d u c a t i o n M a j o r : 1 7 course credits: Core curriculum plus 202,212; Performance studies - 4 half courses, 2 full courses, and 2 quarter courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice; a halfjunior recital 358 and a full senior recital 459: Keyboard proficiency and a cumulative GPA of 2.5 in all music courses and in the major performance medium; Vocal emphasis - 251,252,253,254,435 Instrumental emphasis - 151,155and 1course credit of music elective Other requirements: 1 0 112 course credits: PSY 105, HPE 114,115, EDS 265,354,355,356,357 or358,388,478,481,482,483.Consult the Education Department, Music Department Guides and program adviser. Performance M a j o r is designed for students who display advanced competence and achievement in music performance. This degree program is chosen by students who wish to become professional performers, private instructors, or who intend to pursue a graduate degree in music performance. M u s i c Performance Major: 20 course credits: Core cumculum plus 202,212; Performance studies - 6 full courses and 2 quarter courses in the major instrument or voice; 2 quarter courses in the minor instrument or voice: full junior and senior recitals 358, 459: Keyboard proficiency and a cumulative GPA of 2.5 in the major performance medium: Voice - 251, 252, 253, 254,435, one course of music elective, 2 courses of French or German above the B.A. requirements Piano or Organ - 301,302,436, 456, one half course credit of music elective Instrument - 301,302, one and one-half course credits of music electives Bachelor of Science M u s i c T h e r a p y M q j o r fulfills all academic and clinical requirements for registration with the National Association for Music Therapy, and prepares students for the professional certification examination developed by the certification Board for Music Therapists. This course of study is chosen by students who wish to become registered music therapists. M u s i c T h e r a p y Mqjor: 18 course credits: Core curriculum plus one course credit of music elective; two of 151, 155, 156: 271, 274, 275, 372,373,374,375,472,473,474,475,479; Performance studies 6 quarter courses in the major instrument or voice, 2 quarter courses in the minor instrument or voice and a half senior recital 458; Keyboard proficiency and a minimum grade of 2.0 in each music therapy course. Other requirements: EDS 282, 356, 357, 358; PSY 105, 362; BIO 103: SOC 362 or PSY 264. Graduates are eligible to take the National Association for Music Therapy certification examination. Applied Music Ensembles: One quarter course credit per semester is granted to members of major ensembles (MUE 111,112,121, 141). Other ensembles carry no credit. Traditional grading is required for music majors and minors in ensemble courses. The general student may register for credit with either traditional or PIN grading, or may choose no credit status with audit (V) designation. A maximum of 2 course credits in ensemble may be counted toward graduation requirements. Performance Studies: All students enrolled in Performance studies for credit are required to satisfy each of the three synergistic elements: lessons, performances, and listening. The general (non-music major or minor) student must take private lessons for no credit (PIN grading only) and is not required to fulfill the additional performance and listening requirements. Lessons: Private instruction in voice, piano, organ and any instrument is available for all students in the following categories: No credit - one half-hourlesson and three hours of practice per week. One quarter c o u r s e credit - one half-hour lesson and 4 hours of practice per week. One half c o u r s e credit - two half-hour lessons and 8 hours of practice per week. One c o u r s e credit (B.M.only) - two half-hour lessons and 12 hours of practice per week. Performances: All students registered in performance studies for credit must perform at the end of each semester for a faculty panel, each year in a general student recital, and a s additionally required by the instructor. Listening: All students registered in performance studies for credit are required to attend 10 designated music events during the aca- demic year. Failure to attend the required number of Faculty Artist Series recitals, major ensemble home concerts, or other designated music events is a factor in determining the final grade received in performance studies. Recitals: A committee composed of the student's teacher and two other music faculty members will determine the final grade for all recitals and will conduct a prerecital hearing for senior B.M. recitals. Concurrent registration in performance studies in the major performance medium is required for recital performance. B.A. a n d B.S. Candidates - one half senior recital 458 at repertoire level Ill. B.M. Music Education M d o r - one halfjunior recital 358 at repertoire level 111 and full senior recital 459 at repertoire level IV. B.M. Performance Major - full junior (level IV) and senior (level V) recitals 358,459. Keyboard Proficiency: B.M. and B.S. candidates must demonstrate elementary keyboard familiarity by attaining a minimum grade of 2.5 in 155 or in each of two semesters of piano or organ performance studies. Music Courses (MUS) Theory 101 Materials of Music 1 (112 course) Notation, scales, intervals, triads, keyboard harmony and principles of part writing. (Fall) 102 Materials of Music 11 (112 course) Diatonic harmony, secondary dominants a n d simple modulations. (Spring) 111 Aural Skills 1 (112 co~rrsel Rhythmic and mclarlic diclation, interval and triad recognition, sight singing and Iia~?-nonicdictation to parallel progress in 101. (Prereq.: Concurrent registmiinn in or ro~nplelionof 101. Fall) 112 Aural Skills 11 (112 course) Development of listening and reading skills to parallel progress in 102. (Prereq.: 111and concurrent registration in or completion of 102. Spring) 201 Materials of Music I11 (112 course) Continuation of 102 with chromatic harmony and modulation. (Prereq.: 102. Fall) 202 Form and Analysis (112 course) Musical structures of common practice period and introduction to 20th Century practice. (Prereq.: 201. Spring) 211 Aural Skills 111 (112 course) Melodic, harmonic dictation and sight singing to parallel progress in 201. (Prereq.: 1 1 2 and concurrent registration in or completion of 201. Fall) 212 Aural Skills N (112 course) Further development of listening skills to parallel pro ress in 202. (Prereq.: 211 and concurrent registration in or completion 09202. Spring) 301 Coonterpolnt X (112 course) lFlh thxnt~gll18th Century contrapuntal techniques including double countcrpoinl, passacaglia, fugue and canon. (Prereq.: 201,211. Alternate years. Pall 1986) 302 Counterpoint I l ( l / 2 course) Study of contemporary counterpoint including works of Schoenberg, Bartok,, Hindemith, Stravinsky and Carter. (Prereq.: 301. Alternate years. Spring 1987) 311 Composition 1 (112 course) Study of notational systems, score layout, calligraphy, physical basis of sound, ranges of and arranging music for voices and instruments. (Fall) 312 Composition 11 (112 course) Advanced arranging for vocal and instrumental ensembles of varying sizes and types. (Spring) 341 Basic Conducting (112 course) Study of fundamental conducting patterns and baton technique. Score analysis and preparation. Rehearsal techniques. Basic nomenclature. (Fall) 342 Choral Conducting (112 course) Choral literature and organization. Vocal methods and voice selection. Advanced conducting techniques with class a s the choir. (Spring) 344 Instrumental Conductina 11/2 course) Preparation of and conducc& instrumental literature. Advanced conducting techniques. Organization of instrumental ensembles. (Spring) The following courses will not be offered until the specific B.M. major in theory-composition is accredited by the National Association of Schools of Music. 401 Counterpoint Ill (112 course) Advanced contrapuntal writing. (Prereq.: 302. Fall) 402 Counterpoint N (112 course) Continuation of advanced contrapuntal writing. (Prereq.: 401. Spring) 411 Composition 111 (112 course) Individual and class instruction in all styles. (Prereq.: 312. Fall) 412 Composition IV (112 course) Advanced compositional techniques. (Prereq.:411. Spring) History and Literature 130 Introduction to Music in the Fine Arts Relationship between music of each period and the other Rne arts. For non-music majors. 230 Electronics in Music Exploration and creatloll of sounds heard in 20th Century music. The study arid appllcatlori of practical electronic technology used in music will he comhlncd wilfi acsttielic considerations in the creative aspects of the art. Vor non-music majors. 231 Hlstorv and Literature of Music 1 A stud; of the evolution of music from antiquity to 1750. (Prereq.: 102, 112. Fall) 232 History and Literature of Music I1 Continuation of 231 from 1750 to the present. (Prereq.: 102,112. Spring) 330 Ethnic Music Hispanic, Black, Indian, Asian and other ethnic music and its cultural relationship. For the general a s well a s the music student. (Interim) The following four half courses are extensive studies of special eras in the history of music. (Prereq.: 231,232.) 331 Music of the Baroque Era (112 course) (Alternate years, Fall 1987) 332 Music of the Classical Period (112 course) (Alternate years, Spring 1988) 333 Music of the Romantic Period (112 course) (Alternate years, Fall 1988) 334 Music of the 20th Century (112 course) (Alternate years, Spring 1987) 432 Church Mlrslc and Worship I3evelopment and innrncc ol cliurch music a s evidenced in contemporary worship practices. ncsfgnecI lor the general a s well a s the music and theo l o a s t ~ l d c ~(Spring) ~t. 435 Voice Repertoire (112 course) Interpretation, style and programming of the song literature from the 16th Century to the present. (Prereq.: 231,232. Alternate years, Fall 1986) 436 Piano Repedalre (1 /2course) Study of Ihe pia~lolltcrati~refrorn the 17th Century to the present by listening, analy~ingarrd perlorniin<g.(Prereq.: 231, 232. Alternate years, Spring 1987) 498.499 Independent Study (112 course each) Advanced research and projects not otherwise provided for in the department curriculum. Open only to advanced students upon approval by the faculty. Technique 151 Voice Class Methods (114 course) Fundamentals of tone production and singing. 155 Plano Crass Methods (1/4course) I3asic Ireyl>oarrl famlliar'ity, sirnptc accompaniment and music reading slillls necessary to ~necispecilic dcgrce requirements. 156 Guitar Class Methods (114 course) Beginning techniques of classic guitar. 251 Englllsh Diction (1/4course) Furirlarnc~italcourse In correct standard English diction for singing. FamiIiarlzalion with tile Ir~ternatianalPhonetic Alphabet. Open to all students regi~tercdfor vocal ln5tructlon. The following three courses are continuations of251 with application for the Italian, German and French languages. 252 Italian Diction (114 course) (Prereq.: 251. Alternate years, Spring 1987) 253 German Diction (114 course) (Prereq.: 251. Alternate years, Spring 1988) 254 French Diction (114 course) (Prereq.: 251. Alternate years, Spring 1987) 358 Junior Recital B.M. candidates only. Half recital at repertoire Level 111 for Music Education Majors or full recital at Level IV for Music Performance majors. No course credit. 456 Piano Pedagogy (1/2course) Principles, melliods, nlatel'iats and techniques for teaching piano. Survey of vtlriotzs petlngngical scl~onls or thought. (Prereq.: Consent of instructor. Afternale years, Spring IDRR) 458 Senior Recital Half recital by B.A. or B.S. candidates at repertoire Level Ill. No course credit. 459 Senior aecltar (112 course credit) B.M. rarirfidalcs only. I<ccitalmust be preceded by a prerecital hearing by facully ro~nnliLlec,lieperloire Levels IV for Music Education majors and V for Mlrslc Yerioi-rnancciria[ors. Therapy 170 M u s k Therapy: A Cltalcal Overvfew A suivey of Ll~cmusic. Lhc~apyprograms In Winnesota, with fleld trips to variotts instllullorls. An Introrluctory course [or the freshmen and sophomores considei'i~i~j music thcrapy as a major to give students a htoad bacRgmtrnd 111Llie ways In wliiili irlt~slcis ii.<ed a s a tlierapy. (Intcriln) 271 Musk Therapy Techniques and Materials (112 course) Study of nnn.s)~mphorticinstrutneuts, OrfF-Schulwerk,applications of recreational nlusic activities ta clinical settings. 274,275 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 372 Psycholaglcal Foundations or Music 1 An ol~jectlveapproach Lo musical slimirli and response, with an emphasis aspecls of music. An understanding on a r c > ~ ~ s tanrl l ( ~ sociopsychological s of Lhe tcscarrh pmccss and dcvelop~nentof an experimental research project. 373 Psvcholoalcal PoundaCEons of Music I1 lriii>tenien~mion of !lrotq>ant1 individual research projects, emphasis on a ti~~rltidisci~~lir~ary apploacl~to music therapy. Theories of learning music, musical talertl, and perlomiance. 374,375 Music Therapy Practicums Volunteer work in a clinical setting, two hours per week. No course credit. 472 Influence of Music on Behavior A study of human behavior as it relates to music, with emphasis on psychological, cultural, and biological aspects of musical behavior. Understanding of the theory of music therapy. 473 Rusk Therapy Senior SemOnar <:lass discirssirrns of theories and research a s they apply to therapeutic seltings lticl~~diny discussion ~Tpl'ofessionalethics. A holistic approach to therapy with n ~ u s i c . 474,475 Music Therapy Practicums (114course each) Volunteer work under the supervision of a registered music therapist, two hours per week. (Prereq.: 3 of274,275,374,375) 479 Music Therapy CLinical Znternshlp (1J2 course) PII~I-time placemen1 In all MAN?' intcmship setting for six months. Appli~atIonfor In(crns11lp sites must bc made ninc monihs In advance. Sites in Mln~lcsotaare linlileti. (Prercq.:Co~nplelionof all other graduation requirements) Ensembles (MUE) & Performance Studies (MUP) Ensembles: These musical organizations exist not only for the ben- efit of the music student, but for any student who wishes to participate. Membership is determined by audition during the first week of fall semester. (Special circumstances may permit entering a t other times.) Assignment to an ensemble is then made at the discretion of the appropriate faculty. Membership is for the entire academic year which, on occasion, includes interims. While the department strongly encourages both formal and informal ensemble experience, only membership in Band, Orchestra, Choir or Chorale will satisfy the major, minor or distribution requirements. Instruments are available for rent. 111Augsburg Choir (114 course) 112 chorale (114 course) 114 Festival Choir (0) 1 2 1 Orchestra (1/4course) 122 String Ensemble (0) 131 Woodwind Ensemble (0) 1 4 1 Concert Band (114 course) 142 Brass Ensemble ( 0 ) 143 Jazz Ensemble (0) Performance Studies: Private instruction for credit is graded tradi- tionally. All areas of study are available to the non-music major or minor on a no credit - P/N basis only. (Group lessons, at a reduced fee, a r e available in some areas on the same basis.) All lessons a r e adapted to the individual needs of the student and those bearinn credit are supplementea by accompanying, ensemble participation and other performances. Representative programs of study in private instruction are outlined In Music Department Guides. These repertoire lists are graded I-V to indicate levels of achievement and the following expectations: No-credit study has no repertoire requirements; Music Minor - Level I; B.A. and B.S. Majors - enter I and attain 111; B.M.-Education Major - enter I1 and attain IV; B.M. Performance Major - enter II and attain V. l l x Voice 12x Strings: Violin, Viola, Cello, Bass 13x Woodwinds: Oboe, Bassoon, Clarinet, Saxophone, Flute. Recorder. Horn l 4 x Brass: Trumpet, Trombone, Baritone, Tuba 15x Piano 16x Guitar 17x Percussion 18x Organ Note carefully the following provisions: 1. Instrument rental, practice room reservations and performance study regis- tration occurs the first week of classes in the Music Department office. 2. Senior music majors who have attained a cumulative GPA average 063.0 in their major instrument or voice will be awarded a Senior Performance Scholarship which provides for free lessons in that major medium during the two semesters preceding graduation. Similar scholarships are available to entering freshmen. 3. A semester of study is 14 weeks of lessons. Any lessons during the interim or summer are arranged privately with the teacher. 4. A student who cannot come for a scheduled lesson is required to notify the teacher at least 24 hours in advance: otherwise, except for illness immediately prior to a lesson, the student will forfeit the right to a make-up lesson. 5. The music faculty reserves the right to limit or even prohibit performance outside the department if it interferes with musical growth for the student. The department recommends, and on occasion assigns, the teacher to the student and permission is required for subsequent change. Credit is granted only for study with faculty members of the Augsburg College Music Department. Natural Science Kenneth N. Erickson (Coordinator) The Natural Science Licensure Program for teachers is designed to provide strong preparation for science teaching and Lo ssffsfy Minnesota licensure requirements. In addition lo the broad basic background in science, the program is designed to allow fur specialization In a mqjor and for study in the liberal arts. Licensurc Program for Teachers: The Minnesota Board oFTeaching has approved the Ilcensure program for scknce teachers and au- thorlzed Augsburg to recommend candidates in Life Science, grades 7-12:Lire Science (minor), grades 7-12: Physical Science, Chemistry rnaJor or Physics major, grades 7-12; Chemistry (minor),grades 7-12: Physics (minor), grades 7-1 2; and Science (Grades 5-91. Students planning to teach Natural Science must complete the Broad Base courses and in addition meet the requirements for a Life Science, Physical Science or Middle School Emphasis. The program of courses Is designed to provide a broad. basic background in science and allow for specialization in an area, The following programs assume that the student will meet the general education requirements or the coltege and, in the physical science, have at least one year of calculus. Consull with the I>epartrnenlof Education for requirements In Eclucatlon. Early consultation with adviser is recommended. Broad Base Courses: 7 courses, 1 in earth science (PHY 101 or 106): 2 in life science (810 111,112):4 in physical science (PHY 121,122 and CHM 115,116or 105,106).To make the program slightly more flexible, it is recommended that students with emphasis in life science have both courses in earth science and substitute PHY 103 for 121,122. Llfe Science Emphasis: Broad Base plus 8 courses, 1 cognate; 7 RIO courses, including 491 and at least one from each of the following gwups: (13 351 or 353;(11) 355 or474; (111) 361 or 481: (IV) 471 or 473; (V) 440 or 476. Physical Science Emphasis Chemistry Maor: Broad Base plus 7 courses and chemistry seminar, CHM 351,352,353,361and 364 (or BIO 367),482,PHY 245. Physical Science Emphasis Physics Major: Broad Base plus 7 courses, PHY 245,351,362,395and three additional to be selected from 261,270,352,363,481,486,488. Note: Candidates may be recommended for licensure in Physical Science upon completion of either Physical Science Emphasis-Chemis- - - - Physics ma-jor. The stutry major or Physical Science Emphasis dent licensed in PRysical Science may teach chemistry and/or physics in grades 7-12. Science (Grades 5-9): Broad Base plus 7 courses, 2 in earth science (PHY 101 or 106,the alternative course not taken in the Broad Base section); 2 in life science (and two biology courses above 112):3 in physical science (CHM 353;PHY 245). Licensure with Minor: For life science, Broad Base plus 7 courses in and 364 or Biology; for chemistry, Broad Base plus 351,352,353,361 482: for physics, Broad Base plus any four courses above 122. Nursing Department (NUR) Augsburg offers an upper division rnqjor in nursing leading to a Bachelor of Science degree, The program is accredited by the MationaI League for Nursing, Graduates of tlie program are eligibte lo apply for Public Health Nurse Certification in Minnesota. Requirementsfor admission to the major are: completion of an assuclate degree or diploma program In nursing with a minimum overall grade point average of 2.5:a current license to practice as an R,N. in the state af Minnesota: and completion of courses in inorganic chemistry, organic or biochemistry, anatomy and physiology, rnicmbiotogy, English composition, Introductory sociology and introductory psychology. Students must take these courses at Augshurg or another accredited college or university prior to admission to the nursing major, The prerequisite courses in soci- ology. psychology, English, chemistry and Zrinlogy listed above may apply toward distribution requirements as well a s toward admission to the major. All prerequisite collrses must have been completed at the 2.0 level. Courses with gracles k t o w 2.0 must be satisfactortly repeated or chab lenged. In addition, each applicant milst successfu!lyvalidate their theoretical knowledge via d t t e n testing prior to acceptance to the major. These tests are given at Aagsburg through the Department of Nursing. Applicants must give evidence of current nursingcllnical practice within t h e past Five years. This may include 1) graduation from a school of nursing, 2) work experlencz, or 3)cornpIetlon of a nursing refresher course or an acceptable equivalent, Nursing Department Faculty: Beverly Nilsson (Chairperson), Marjorie Audette, Helen Woelfel Mqjor: 1 0 courses in nursing including 305,306, 31.0,311,330,350, 403,404, 423, 427: PSY 355 or an approved upper division biology course; and an ethics course, either PHI 380 or REL 483.A mfnimrlm grade of 2.0 in each nursing course and a cumulative GPA of 2.5 at the completion of the courses of study are required. Courses in interpersonal communications are supportive to the major. Courses in the nursing major are designed s o that they may be completed within two academic years. However, more than two years may be required to complete the total course of study, depending on the number of credits transferred from other colleges or universities. Students in nursing may pursue part-time study. Students interested in pursuing day, summer, or weekend part-time study should consult with an adviser from the nursing department for program planning. Honors Major: GPA of at least 3.6 in the major and 3.3 overall: appli- cation to the department chairperson by November 1of the senior year; recommendation by nursing faculty; honors thesis to be defended before a faculty committee by April 15. Candidates register for 499 to complete the thesis. 306 Contemporary Nurslng I: Communlcatlon A l r a n s i l i o ~ ~raol u ~ ~ lhal s c In2roduccs 111c components of the professional ralc and bcgins Lhe p ~ o l c s s i n nsocialiration ~~l process. The c o r n n ~ u ~ ~ i c a tit>llprocess is emphasized as onc mean%by which (he nurse-ctienl rela. tionsflip Is negotlalcd. Ililesarlive attd grnilp communication Lhcories are explnr'ecl Inr tllcir appllrallllity to chailginq laIcs and prolession.il practice. (7'rlI<eli~ I I D I LO o r ~ r ~ i ~ ~ t ? i t wlth e r l lS i y10). 306 Contemporary N~rrslng 11: WradEgms in Nursing At? introduction to Lllearies ar~clcc~rlccpli~al thinlting In Lhe process of professitma1 developmcllt. The i~lnctionof theoty In guidlng nlirsir~g practirr i s emphasized. Sclecled nursing cc~nrcplualrrlotlels are sludiccl and Lhelr applicaticln to praclice is cxiirniricd i ~ s i t the ~ q ntlrsing process fonnal. ( t*~ereq..3051 310 Community Health flursing I The l o c ~ of ~ s[Iris course is on com~nunityhealth delivery syslems and the ~racticeni uuhlic hcal(l1ni~rsina.Svslerns t l i e n ~ v. chanae and cnnccois c ~ f i~cal th are kxalnintd as they apply 10 ctlrrenL co;nmurii~ health prod~cms atid Iss~res.Cllnical application or course conlenl involves inalting a heallli assessmetit anti prcpat ing a pilhllc health uurslrig case sludy. Cthical Issues relalcd to r:o~tirnu~~ity heal111 dcdsion-making wllll rlgg~egalc graups are explored. (I'rereq.: 505 or concilnen t enrollmen( l 311 Commirnfty Health lYurslng1r: Practtcam* This course provirlcs a basis for untle~sia~ldirig community charactcrlstics ancl c r ~ l l i r ~ rrtiverslty rl rulalerl ta t ~ c a l l hcare. The nurse's role as a gcner~t alist and as a mcrnbe~of the health learn is cxplorerl. The S t i l d e ~ will detnonstratc hnowl~dgco l ~ o r n m i r t ~ ihealth ty concepts in provlditig care to o selcctcd cascload of clicnts. (PIe~eq.:305,506 nr concurrent cnrotlment, 310,330) 330 Trends and Issues In Nursing Is designed to Ir~vestl~ate the current responsibilities of the prolessinnal nurse. Contem[)orary economic, social, political, and professional trends and Isstics arc explored in relation to their implications for nursing practice. T h i s course 350 lntrnduct~onto Nursing Research The rcseilrrh process ant1 methods appropriate to nursingare the focus of this course. Issues of etfllts irr tiufiing researcli are exploredmStilrlents crifor its a[lplicability to niirsing practice. (Prereq.: tique n ~ ~ ~ srcscarcZ~ ing 305,310,330) 403 Contemporary Nursing 1111 Families Tlri5 course provides a aIlenrPtiwl basls for fainily nursing care. Content Includes Camlly as a prinrary group and famiIy dy~lamlcsin light of situatiolial clevclopmcnl evcnts. Consirleration is given to the role of the nurse in fanlily health lare. (ScnIo~'staridlt~g.To Ilc tatten prior to or concurrently with 423) 404 Contemporary Flr~rsIng N: Leadership and Management l'his coilrss provlrles a Il~eoretlralbasis lor leadership and managemenl as crnerging prolessional, nurse roles. Concepls nl change, confllel, comr n u ~ i i c ~ i t iand o r ~ s p t c n i dynamlcs arecxplorccl. Ethics, accouritahllity arid advocacy provide Llle basis fm' i'oic dcvelnpmtlrtt arid professir~naIlstn. (Prereq.: 403) 423 Practicum in Nursina I: Nursina of the Familv* A clinical practicum o?fering the &dent an opfortunity to apply content from 403 i n providing complex nursing - care to families in a selected practice setting. (Prereq.;403) 427 Pxacticum In Nursing [I: Leadershipand Management* 'Fitis cli~ilcalpmctlcum t~llllrfsknnwlr:dge and skills from 404. Opportunity is pi ovidcd lo apply Icarlcrslilp and management theory i n a selected aqcncy scttin$\. (I'rercq.: 404) 432 Topic5 In Pturslng course cicsig~ieclto provide In-depth exploration of selected topics in nttrsinq. The s ~ ~ b ] c csti~died ts wlll vary dcpcnding upon the needs and intel'csls ol'the ra~ultyand 3Ltrdents. (Prcrcq.:Senior standing or consent of Il~struf:tor.On de~nand) A 499 Independent Study "Thislearning experience provides the opportunity for the student to study a seleclcd topic or issue in depth. Students consult with faculty and submit wiittcn study proposals, objectives, and methods of evaluation prior to registration. 'If the practicums in nursing are not taken concurrently with their respective theory courses, students are required to consult with faculty prior to registration regarding review of the theoretical content. Occupational Therapy Adaptlng to disabilities and reshaping lives so that they are productive and meaningful are some of the goals of the occupational therapist. Occupational therapy is an applied s c h c e that teaches people skflls to enable them to perholm the tasks of everyday living when a physical or emotional disahflity has arected tllem, The l~ltirnategoal of the occupational tllera. pist is to provide people with the necessary skills to develop a sense of wlloleness and independence. Given the orienbtfon of this applied science to development of the abilities ofthe whole person, it is appropriate that such a career preparation be founded In the liberal a*. Augsburg College has a cooperative 3-2 arranwment with Washington University in St. Louis, Missouri,to allow stu- dents to earn a achel lor of ~ r t degree s from Augsburg College and a Bachelor of Science degree in Occupational Therapy from Washington University. Students spend their first three years at Augsburg College pursuing the academic major of their choice ancl meeting general education requirements in t h e liberal arts. A student may choose any major at Augsburg College while gaining the minimum prerequisite caurses for the OCCupationat Therapy degree. Students are encouraged to consult the program adviser and plan their programs carefully dnce tillfflling necessary requirements in three years may he difficult in certain majors, Majors in Dialogy, Psychology, and Sociology offer the least complicated afternatives. Students accepted into the 3-2 program are guaranteed admission to the Washington University program provided they have met course requirements, have at least a 3.0 average, and are recommended by the Augsburg College adviser. Prerequisite courses for the Washington University Occupational Therapy Program: ENG 111,810 111,112, and 323 or 353; CHM 105 or 115; PRY 103; PSY 105,351,362; SOC 121,241; SOC 362 or MAT 373. Philosophy Department (PHI) The department of Philosophy is devoted to instructing students in the discipline of critical thinking in relation to the traditional areas of philosophy: theory of knowledge, metaphysics, ethics, and logic. By exposing our students to the great thinkers of the past as well as the present, the department of philosophy endeavors to instill a sense of critical analysis and a love of truth. Since the object of the liberal arts cumculum aims at promoting proficiency in those actions most condign to human dignity, the Philosophy department, with its emphasis upon the analytical contemplation of truth, must always play a crucial role in helping students to focus their thinking with respect to what truth there is to be found in the depth of human experience and in the world both here and beyond, that encompasses human destiny. By infusing in students the desire to fulfill the maxim of Delphi, "Know Thyselfl" the study of philosophy furthers in a unique way the quest of liberal arts to express without constraint the fullness of the human potential for perfection. At Augsburg the philosophy mqjor is founded upon the principle that philosophy is best learned at the feet of the masters. Therefore, the core of the mqjor consists of four courses in the history of philosophy leading from the ancient Greeks and Romans, through the Medieval and the Renaissance periods to Modernity. In these courses students are taught how to read, understand, and criticize the great texts of the finest minds in Western civilization. In addition, mqjors are expected to prepare themselves in the discipline of philosophy by taking the various seminars which the department offers as well as exploring the opportunities to study tutorially with the individual members of the Philosophy faculty. This mqjor has been carefully planned so that students can easfly supplement the study of philosophy with other studies. Maom are educated with the demands of further graduate study in mind. However, many philoscphy mqjilors plan to go on to other proksdonal studies such as law or medicine. Many enter thc market place, reeling that the study of philosophy has given thcm the ability to think critically in all areas of human affairs. Philosophy Faculty: Mark Fuehrer (Chairperson), Kenneth Bailey, Bruce Reichenbach Mqjor: 9 courses, including 130, 141, 242, 343, 444, and another course in the 400's (other than 499). Five of the courses must be upper division. Honors MaJor: Admission to the Philosophy Honors program is by recommendalinn of the philosophy faculty. Such recommendations will be made a t Lhc end of Lhejunior year. The program will consist of an honors thesis on an approved topic of the studenl's choice, invofvIng research above t h e course level, and a defense o l this thesis before the faculty of the department. Minor: 5 courses, including two from 141,242,343,and 444. Note: 110, 120, and 130 are recommended for hlfilling the general education requirement. 110 Introdnctlon to Philosophyz Ideas and Method Though carh person has his or her own set of ldcas and beliefs, rarely have they beeti critically analyzed or evalualed tor their cnnsislency, adcquacy or lrulli. Onc rcason Tor this is thal indivldl~alslack thc needed slrills. Another Is that Lhey rnay havc had 1fttIe opportunity to examinccrit. lrally somc of the ideas basic to western c.ulture. T11r llurposes of this course are l o prnvide Lhe studcnl with somc cxpcrience i n cxamininq ideas. slid thereby to sharpen the critical ant1 analylical skills reqr~iredto evaluate and cnnstrucl a system of ideas and hellcls. 120 Ethics This course studies the possible grounds for making moral decisions and moral judgments about personal and social issues resulting from them. I t also investigates the nature of happiness and its relation to the moral life. 130 Logic Suppose someone gives you reasons, and then says you must accept a particular conclusion. Must YOLIPWhen does a conclusion validly follow from premises? t lere wc txalnlne the rules which govern valid arguments and work lo devclop your abiltly to recognize and construct sound arguments. 141 InhoducHon to Phltosophy Readings En Cluss!cal Texts The writings of Plato atrrl Aristotle are I h e foundatlor~s of all pfiilosophlcal t s rcad and anaLheuglrt in westel.tl civilizalion. In this course s t ~ ~ d c nwill lyze some of Liie ltey worlrs by Plato and Aristotte, In additiol~.o1I1er phltosophical scl~oolsof thought in the ancient rvrrrIrl will bc sturlletl: Stolcisrr~,Epicureanism and Ncoplatonism in order to brnillarize the slttclent with the other elements that cnrlslitutc classical philnsnphy, hit aclvar~ced Irllroductery course in Y hiloso~rliy(or honor sllldcnts. Ihose contt~nplaling a philosophy niqlor 01'rnlrior and those slucienls wishing a more indepth approach to phllosnpl~yat Ilic tntrodt~cto!ylevel. Excludes sttidents cnrollecl Tor 110. (Pall) 199 Internship Internship for lower division credit. 242 Hlstory or Phllbsoptryt Meditwal and Renaissance Philosophy The Middte Ages war; n p e ~ i o dor great assimilatio~~ and synlhcsis O! e i e nienls of Christian revelation, classical pl~ilosopliy and Islarriic~ulLure.In this course sludcnts wi31 rcad wr-ilings by SL. An.jelm, 5I. Rn~iavetiture,Occam, Si. Tliort~asnquinas a ~ r t[Yictrols l of L u w In order to unrlerstand the pi ocess 01p l i l l o s o p l i i r ~assimlfat l lor] Involverl In conslnlcting a Cl~risllan pl~ilosophy.Since ttic Renaissance was a period of ititensifirat!on of the mcdieval synu~eslssluclcnls will bc exposer1 I n Hie ll,nuglit of Pico, Pfcino and Oninn. (Spring) - 299 Directed Study lndependent study for lower division credit. 343 History of Philosophy: Enlightenment and 19th Century Philosophy Where does knowtedge begin? In Innate Ideas or with cxperlence? What ran we really Isnaw al)oul tlie world? WIml impact did RornantIclsm have on phifosophy? This coilrsc studles the inaJor empiricists of the 18th cenhkry (Lache. Berkeley, 3tunie). Kanl's synthesis or pllilvsnphy, 19Lh century idealism, and the reaction to Iclealisr?~by meti such as Marx, ICieritegJ5i-d arid flictzschc. (Fall. Suggested prior course, I4 1 nr 242.1 350 Philosophy of Religion What is the relation between faith and reason? Does God exist, and what car1 be said a bout him if he does? Can we reconcile the goodness of God with hutnan anrl animal suffet'in~?Is man realIy immorlal? Arc miracles pnssitllc? W e will conduct a sysletnatic Inquiry into Lhese queslions which fotin the basts of religious beliefs. (S~rggcstecf: one prior course In philosophy.) 355 Oriental Philosophy A study of the basic concepts and philosophies which underlie Hinduism, Buddhism, Confucianism and Taoism. (Suggested: one prior course in philosophy.) 362 %IItical Philosophy By rludying the ivritin~soipolitical philnsaphers Cram antiquity up to the moriern periorl studenls wlll be asked Lo cxanilne crucial uestions con01 I~urnanS~rieky.The relallon the nature of cei.niriq Lhc ~r'gal~kaiion the slijte lo religiort, the home arid lhe clty wilt b t Inohed at through the eyes of Plato, I\ristoLle, Clcero, Dantv and Maclilaveli. 365 Phllosophy of Science The scienlist's hnnwleclye of the world is purported to be profoundly different ant1 beller tha~iIirat of the non-scientist. Is this true? What constitutes scientific knowledge? Are there certain real questions which science cannot answer? How certain are the methods used by the scientist to recover knowledge? In addition to dealing with these questions, students will work in researching and developing philosophical problems in the special sciences. (Suggested prior course, 130 or one course in natural science.) 370 Existentialism Studles in the writings - both philosophical and literary - of prominent Existcnliallsl aulhors. We ucrEIl exatnine what it means to be a being-in-theworld, arid cxplorc such thcmcs as absutdity, freedom, guilt, despair and pamclox. (Sugqestecl:One prior coursc En philosophy) 380 Ethics of Medicine and Health Care Application nl ethical prlnclples lo problems which arise in the areas of health care and ~Ielive~y, human experimentation, human engineering. l abortion, care lor (lie [lying a t ~ reulhariasia. 399 Internship Internship for upper division credit. 410 Topics In Phllosophy Ad~~anced s t r ~ d icovering ~s a speclflc area of phllosopl~y,such a s studies in the lliouglil or individual philosophers, philosophical movements, the history o i a t ~idea 01. spcclfic probletn, or interdisciplinaryproblems. SCmInar Format. Mny be 1ahe11morc t h a n once for crcdit, (Suggested prior courscs, any from 141, 242, 343,44/1 or conscrll of instruclot'.) 4 3 0 Studies in Individual Philosophers Advanced studlcs iri the pliirosophy of particular philosophers, e.g.,Plato, 51. Xl~omas,Marx, fiegel, I<icrkcgaard or Wittgenstein. Seminar format. {Suggested prlor courses: 141. 2/r2, 543,or consent of Instructor.) 444 Contemporary Philosopliy What ltrs behind 20th century philosophy's love affair with language? Is Cn~Llrtlrat which worlts? Carl we remake philosophy as a rigorous scicncc? 'Tllcse ant! other Issires are dealt with in a study of the major representatives of linguistic analysis, pragmatism, existentialism, and phenomenology. Seminar format. (Alternate years. Suggested prior course, 141, 242,or 343.) 499 Independent Study Individual study and research on some philosophical topic of interest to the student, worked out in consultation with the faculty adviser. 4 Physics Department (pm) Physicists are not only curious about the world, but ambitious as well. Their aim is to understand the fundamental principles which describe and govern all physical aspects of the universe. Called "natural philosophers" in previous centuries, physicists investigate natural systems by means of controlled experimentation and mathematical analysis, Physics includes the study of systems ranging in size from sub-atomic particles to the largest of galaxies, and from the relative stillness of near absolute zero temperature to the fiery activity of the stars. As a fascinating and expanding area of study and as a basic science, physics plays an important role in many of the Liberal Arts disciplines and contributes to society's understanding of such areas as energy, weather, medical science and space exploration. Recognizing the importance of physics in contemporary life and realizing that keeping abreast of the rapid advances is an ever increasing challenge, the department intends to bring to the students not only basic concepts but also insights into recent developments. In this process, the faculty expects challenges to arise, be met, and stimulate sound thinking, perceptive judgment, and an interest in experimental techniques. To this end a rigorous major provides students with the in-depth preparation required for graduate study. More than two-thirds of the graduates in Physics have completed or are currently working toward graduate degrees at a number of fine universities across the nation. A major in physics provides flexibility. It also served as a stepping stone for graduate work in related areas such as computer science, atmospheric science and meteorology, astronomy, oceanography, biophysics, environmental science, engineering and medical and health related fields for many physics graduates. In addition, the physics program at Augsburg functions in a supportive role for students majoring in mathematics, chemistry, biology and computer science. The Department also supervises the pre-engineering program with degree programs available at cooperating universities at both the bachelor's and the advanced degree levels. The Department serves the liberal arts tradition by offering courses for the non-sciencestudents that will enable them to attain a general understanding of a particular area of science. These courses seek to provide the basic starting point for further study and the opportunity to enable students to follow new developments with some degree of comprehension. Physics Faculty: Mark Engebretson (Chairperson), Cynthia Blaha, Kenneth Erickson, JeffreyJohnson Major: 9 courses, including 121, 122, 245, 351, 362 and 395 plus three courses above 122. In planning their courses of study, students are encouraged to work closely with members of the physics faculty. Normally, students should have MAT 124,125, and PHY 121,122 the freshman year, and MAT 224 and 226 the sophomore year. Teaching Licensure Major: The same a s the major. Students are advised to refer to the Education Department section of the catalog and consult with the Education Department early in their planning. Honors Major: A GPA of 3.6 in physics and 3.0 overall. An indepen- dent investigation of a physics topic with an oral defense of the written research report. Application for the honors major should be made no later than the first term of the senior year. Minor: 5 courses, including 121,122, and three courses above 122. Society of Physics Students: The Augsburg chapter of Society of Physics Students provides students the opportunities of membership in a national physics society and of participating in the physics community on a professional basis. Membership in SPS is open to all students interested in physics. Sigma Pi Sigma: Membership in the Augsburg chapter of this national physics honor society is open to those students who have com- pleted the equivalent of a minor in physics, have a GPA of3.O in physics and overall, and rank in the upper third of their class. 1 0 1 Astronomy A descriptive course requiring elementa~yalgtbra. Our solar syslem, stars and galaxies. The necessary optical Instrrlnicnts are explalncd and use is made of a 12-inch reflecting telescope, an tight-inch CelesLron, and a 3inch Questar. Occasional night viewing. (3one-hour lectures.) 1 0 3 Physics for t h e Life Sciences An introductory course in which the applications, problems, and experiments are selected not only to illustrate fundamental principles, but also to demonstrate the relevance of physics to the life sciences. The course is dPslgned to serve students in biology, psychology, physical education (therapy progranls), riiedical technology and other health science progranls. Tl~ecuurse is also a very suitable elective or distribution requirement for the liberal arts student. (3 one-hour lectures, 2-hour laboratory. Prereq.: Elementary algebra. Fall) 1 0 6 Introductory Meteombogy A study or the scIetlce and wonders of the atmosphere. The course is designecl to prnvlclc a working kr~owledgror the basic science principles requlred for undcrslantling wealher a ~ i dcllmate. Attention will be given to llir overall weather patterns nC the earth and to ~ I I Etnany varled aspects of weather, some of which include: Clouds and precipitation, thunderstorms, tornadoes and hurricanes, weather monitoring and forecasting, the influence of weather on pollution, fronts and cyclones, and optical phenomena of the sky. The course is designed to be an elective or to satisfy the distribution requirement for the liberal arts student. (3 one-hour lectures. Prereq.: Elementary Algebra. Spring) 111 Phystcs, Computers, ahd Soclety h study of the historical development of selected topics In physical science. Attention wilt be give11Lo the Interaction of physics anrl Its associaled techr~otogywl t17 philosophy, religion. and cullllre. SLudy of mechani c ~electricity, , and dlgilat eleclrorrlcs wlll lead up to discussiori of Ole meaning o l twentieth century ptiysics and of (he rolc af cleclronics and computers in modern society, Mitrocompt~terswill be used extensively in the laboratory. (3 one-hour lectures, 2-hour laboratory. Fall) 121,122 General Physits l,I1 A rigorous study of classical phystcs Including mechanics, wave motion, themotlynamics. electricity, rnagn~lism,and optlcs, Desfgnerl for pllysics majors, pre-etiqineciinq studet~lsand other specifled nla]ors. Musl be takcn In sequence. (3 OIIF.IIOU~ Icctures, 3-klOu1' laborntoly. Prcreq.: MAT 124 or concurrent reglslratlnn. 12 1, Yall: 122 Spring) 199 lnternship lnternship For lower division credit. 245 Modem Physics An Introduclion to modern h p t c s from a hlstorlcal and experimental basis. ReTativity, quantum cfPecti atomic and inolrcular physics, nuclear and solid state physics. This coursc indicates the need for, and develops t h e experirncntal basts ol quanttirn rnectianics. ( 3 one-hour lectures. l'rereq.: 122. Talt) 2 6 1 Electronics A review of AC and DC circuits and study oranaiog etectron!cs comprises the first halfofthe sernestcr,The second hall includesstudv aidialtal eleca h rnicrotronlcs culminaling in analysis and use 01 m4cmproccss~1~s computer systems. (l'rercq.: lO3,Ill or 122; and MAT 122 ar 125) 299 Directed Study Independent study for lower division credit. 351,352 Mechanics I, 11 A careful study of classical mechanics in terms of Newton's laws of motion anrl the Lagrangtan and Hamlllonlan formalisnis. 'roplcs Include conservation prlnciple~,single particlc motion, systems of parlfcles, oscillatory systems, cerilral-f0rr.r motion. dynamics of rigid bodies. gtmvitatlon, kine. nratics of two-parllclc systcrns anrl noninertial refcrci~ccframes. (3 oneh o t ~lectures. r Prcrcq.: 122, MhT 226.351,Fa!!: 352 Spring) 362,363 Electromagnetic Fields I, 11 The classical electromagnetic field theory is developed using the vector calculus throughout. Electrostatics, magnetostatics, solution of Laplace's and Poisson's equations, electric and magnetic properties of materials, and the theory of electromagnetic radiation based on Maxwell's equations. (3 one-hour lectures. Prereq.: MAT 226.362, Fall; 363, Spring) 398.396 Comprehensive Laboratory (Ih course each) A n emphasis on inclcpendenl Iaboratoly invrstigations. including partfclpatian It1 physics seminars. Ex per ln~entsin Lhe 2 1ca of niecllanlcs, ihermodynam~cs,vtlcuuin ptiyslcs, efcctmnics, elcctricity. u~agnctism,optics, and ~nodcrnptiyslcs. ( 2 tliree-hour laboratory and 1srmir~arIrour per wcck. Pi ereq.: Jilninr stailding or consellt o l inslruclor.) 399 Internship lnternship for upper division credit. 4 8 1 Thermal Physics The study ofj~ropertlesof systems and pmcesses forwhlch temperature Is an 3mporlatit variable. The siibjcrct is d~velopedFrom Lwn Independent yet complcrntntary vicwpoii~ts:the expcri~ncnlaI,rnaclnscopic classical therrnoclyr~an~ics arid the tltcorelical, microscopic stdtlstical mcchar~ics.(3 one-lior~rlectures. Prerecl,: 55 1. Spring) 486 Quantum Physics I A development fram ffrst pri~lclples,lnclirdlng de Rroglle's postulates, Lhe Scliroedlnger equalion, operators, wavefunclinris, cxpcctalion values, an. glllar fiiorncntuni, and approxiination mettiods. Specific problems studied int1t1depoteti tlaI wells and potenLial barriers, the harnioriic nscillator, and the hyclrogcn atom. (3 o~ic-hourlectures. Prercq.: 245,551.fall) 488 Quantum Physics I1 The application of quantum mechanics to specific topics chosen from the areas of solid state physics, atomic and molecular ptiyslw, nuclear physics, and particle physics. (3 one-hour lectures. Prercq.: 486. Spring) 499 lndependent Study An npportt~t~lty for str~dentsto expiore systematically a problem in experimenlal nr theoretical pliysIcs, worltecl out in consultation with a faculty adviser. Open taJ~uniorsand senlors with departmental approval. Political Science (POL) Firmly grounded in the liberal arts tradition, political science has roots in the humanities, including philosophy and history. Through its use of statistical analysis, it relates not only to other behavioral sciences, but also to mathematics and the sciences generally. The role and significance of authority in human affairs establish the focus of political science; because politics is a central and enduring reality in the world, it affects and is affected by many other human concerns. As an academic discipline, political science uses systematic inquiry and analysis to examine political reality and to suggest and test alternatives. The student who majors in political science will explore political ideas and values, investigate political cooperation and conflict, analyze and compare political systems, and develop perspectives on international relations. In the process, the student will he encouraged to relate. Insights from other liberal arts disciplines such as philosoplly, psychology, economics, his. tory, and sociology to the study of politics. Providing work in several sub-ffelds of political science, the mqjor supplies the breadth appropriate for graduate work In the dtsctpline, as well as in public adminstration, public policy analysis, law, and other professions. It also serves as a foundation on which to develop careers in public service, business, communications, and other fields. Legislative and other internships, as well as significant independent research projects, are within easy reach of Augsburg political science students in the Twin Cities area; combined with broad, balanced and flexible course offerings, these special opportunities enhance the student's potential for graduate study and a successful career. Augsburg political science students have the benefit oFan experienced faculty that brinpls a balanced expertise to the course offerings, as well as speciai strengthsin Interpreting politics in the contexts of the mass communications media. communism. and American ~ u b l i claw. The de~artmental faculty is committed to the view that the study of politics, invoiving as it does an understanding of the human heritage and the importance of informed choice in human affairs, is an important aspect of liberal learnings. Political Science Faculty Myles Stenshoel (Chairperson),Joseph Goldman, C. Lea Hall, Milda Hedblom, Mary Ellen Lundsten, Norma Noonan . Mqjor: 9 courses, plus Statistical Analysis (SOC 362).Required: 121 or 122 or 160 or 170;158;384;and at least 5 other upper division courses in 4 out of 5 Political Science Areas. A seminar in one of the five areas may be counted for that area. Honors Mqjor: The Honors Major in Political Science includes the requirements listed above, plus the following: The student's gradepoint average must be 3.5in the major and 3.0overall. The student must take an Honors Independent Study and a seminar, and must submit, not later than March 1of the senior year, an Honors Thesis to be defended before a faculty committee. Students may work with any member of the department on their Honors Thesis. For specific requirements, consult the departmental chairperson. Students should apply for the Honors Major no later than the first term of the junior year. Minor: 5 courses, including: 121 or 122 or 170:158;and a t least 3 upper division courses in 3 out of 5 Political Science Areas. Political Science Areas: (I) American Government and Politics (11) Comparative Politics and Analysis (Ill) International Politics (1V) Public Law (V) Political Theory and Analysis. Any course listed in more than one area may be counted in only one area toward major or minor requirements. Note: Students interested in secondary education may take a political science major in combination with specified social science courses, in compliance with state requirements. For more information, see the department chairperson. See the class schedule for precise listing of terms in which courses are offered. I. American Government and Politics 1 2 1 American Government and Politics The polltfcs of American government including the forms of political ideas; ttie patlenl of partidpation; the dynamics of congressional, presidential ant1 Ili~renucralirpoligmaking; and current issues in American society. 122 Metroporttan Complex Politics in the urban setting, including important issues. arlors, and structurcs influencing public policy in the modcm urban complcx. Discussionlecturc. sl~nulation.and meetings with politlcal cxpcrls and activists. 325 Public Administration 'Slit politics of pul~licitdministratlon and bureaucratic policy-making in [lie Ut~itcdStates: governmental rcgulatlon, promotion and management, emphasizing political and economic intcraction. (Prereq.: 1course in Politkat Strlcncc or consent of instrucloi-) 326 Political Parties and Behavior The politlcal behavior of tlic electorate emphasizing public opinion and political parties Ln the electoral proccss, Tielrl work with political parties and ~ntercstgroups anrl rncdia In presidential elections (optional in nonprcsirfenlial election ycars). (Frcrccl.: 1 course in Political Science or consent of instructor. Pall Lerm of clecllon years) 342 Mass CommunieaUons In Soctety LfFccts nfrtiassct~mniiinlcatlonson indlvidi~albehavior: the uses and control of mass rnedla lor polltir:al ar~tfsocial purpnses Inclurling a study of ccnsorsl~ip,newsmaking. cnlertaitlment and pilllllc affairs programming. ~ otily) ( J ~ ~ n land o r S e ~ l l oslutle~~ts 370 Constitutional Law I (See Section 1V for description. Alternate years) 3 7 1 Constitutional Law I1 (See Section IV for description. Alternate years) 4 2 1 Topics in American Politics Selected themes, including legislative, executive orjudicial process, and policy process in American politics; national, urban or statc focus: topic to be included in subtitle. (Prereq.: One course in Yolitlcal Science or cansent of instructor. On demand) 11. Comparative Politics and Analysis 1 5 8 Political Patterns and Processes An analysis of basic patterns in the political system and decision-making process with some comparison of major political systems and discussion of contemporary issues. 350 Comparative Democracies The rmergcncc, mnlnletiancc and decline of selected democracies, focusIng 011poiltical behavior. institutions, and processes. (Prereq.:One course In I'olllical Science or colrsenl of instructor) 3 5 1 C o m m ~ ~ n lPolltlcal st Systems A tornparalive analysis or the Soviet Union and other communist states in lcrms of polltlml behavior. itrstitutions, processes and politics. (Prereq.: ORCC ~ L I ~ SinCPolitical Scicncc or consent of instructor) 3 8 1 Democratic Theory and Practice (See Section V for description) 4 5 9 Topics in Comparative Politfcs Sclcctcd tl~eniesinrluding interpretations of polltlcal systems and compal-ticipotion, l comrnunlparisons or political processes such a s p o l i t i ~ ~ caLiotls, polllical developments, poIi tical change. and rcvolulion. Topic to be lr~cluderlill sul>litle. (Prcrerl.:O ~ i ccourse i r i Pnlitical Science or con. sent of instructor. On demand.) 111. International Politics 1 6 0 World Politics Introduction to the processes and issues of international politics, including the dynamics of the international system, theories of international relations, and a focus on recent problems. 363 Cammunist Foreign Pollcles Analysls oF I he motivation, Iormulation, and implementation of foreign pollcies of Cornrn~~~ilsl riallons with emphasis upon the Soviet Union and C l ~ l n a (Prereq.: . Otie c.oiwse ill Pnlitical Science or consent of instructor) 4 6 1 Topics ln International Politics Selected tlicmcs including interpretations of international politics, foreign policy dcrislon-malting, simulations of international problems. Topic to be inclurled in sublillc. (Prereq.: One course in Political Science or consent of instructor. Alternate years) IV. Public Law 1 7 0 Law in the United States A survey of American law and legal process. Theories of law; law and s o ciety: roles of courts, police, lawyers, and juries; the United States Constitution as "supreme" law: law a s politics: historic and contemporary legal issues. 370 Constitutional Law l The legal-polliical-philosophim1role or the Supreme Court in the American polilIcaI systcrn In signilicanl decisions affecting the allocation of powers 111(Ilf ?iatifl~%al government and it1 Lhe Cederal system. (Prereq.: 170 or consent oi Ilistructox. Al terndte years) 3 7 1 Constitutional Law 11 Constitutional limitations of the Bill of Rights and of the Fourteenth Amenrimcnl as applied by the Supreme Court to the protection of human r l g h b arltl civil lihe~ticsof individuals. (Prereq.: 170 or consent of instructor. Altcniate ypars) V. Political Theory and Analysis 158 Political Patterns and Processes (See Section I1 for description) 380 Western Political Thouaht A study of influential po?tical philosophers, emphasizing the values, goals, and assumptions which continue to inform and to rationalize human governance. (Prereq.: One course in Political Science or consent of instructor.) 381 Clemocratic Theory and Practice A stilcly oC tlemocratic thcory and p~lblicpolicy practice with focus on the emergence of politEral dcn?ocracy, capitalism and the welfare state in comparative pcr,spective. IPrcrcq.:One course in Political Science or consent ol i~~stmctor.) 382 Marxist Visions: Past, Present, and Future Origins and evoli~tionof Marxlst thcory and rnovemerils emphaslzlng Marxism asdevclopcd in Russia and china. Consideration oCLhe polIllcal, social. and ecoliomic dirnet~slonsof the tlieories, wllh somr Coci~soti Lhe preferred futures envisaged in the doctrine. (Prereq.: 158or consent ofinstructor.) 384 Political Analysis An anatysls ol diffrrenl approaches and theorlcs in the study of politics including an cx,~n~inatinn of llle requircmcnts or science as a model for potILlca1 stitdy; malor rcscarch rcq~iirerl.( I'rereq.: Statistical Analysis: 158 ancl two uppcr division courses, nr consenl of instructor.) VI. Seminars, Independent Study and Internships 199 lnternship Lower division internship. Consult lnternship Supervisor in the department to determine project. (P/N grading only unless lnternship Supervisor grants exception. Fall, Interim, Spring) 295 Lower Dlvlsion Seminar Special topics. Consult department chairperson concerning terms and subject matter. (On demand) 299 Directed Study lndependent study for lower division students. (Prereq.: consent of instructor. Fall, Interim, Spring) 399 lnternship Consult Chairperson or lnternship Director to determine project. (Prereq.: consent of instructor. P/N grading only unless lnternship Supervisor grants exception. Fall, Interim, Spring) 495 Seminar Selected topics. Consult department chairperson concerning terms and subject matter. (Prereq.: consent of instructor.) 498 IndependentStudy: Metropolltiin Resources An indcllendently clesl~n?clcorll se a sLutlcri( (or grnitp ~Cstuderits)develops, tnaljing cxtcnsive, systematic and irltc~~mled utllizalion o ~ r e s o i ~ r c e s c.g. la LLI~FS. symp05ld, pel'availfltrlc in the rnctrul>ulltal~romn~i~niiy, for~nr?nces,l~ca~lnqs. 'l'tiese resources 17ecorr~ethe corc of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department. (Prereq.: consent of instructor. Fall, Interim, Spring) 499 lndependent Study Topics defined through consultation between instructor and student. (Prereq.: consent of instructor. Fall, Interim, Spring) Program in Global Community - Joel Mugge (Director) The Center for Global Service and Education offers a s ~ r i n semester n Program, The Program in Global Community, each year inCuemavaca, ico. It is an academic program that has as its primary focus the study of issues related to global-jusiiceand human liberation in light of the Christian proclamation. Students live together as a community, but also with Mexican families in the city, and with villagers in rural Mexico. The semester also includes a trip to Central America. The cost is equivalent to full room, board and tuition at Augsburg. Courses are offered for credit in the disciplines as listed. - - - ~- m ex- SPA 216.316 Intensive Individualized Spanish Intensive, individualized instruction for three hours a day for six weeks of the semester. Instruction is geared to individual competency levels and is taught by Mexican instructors. (Required course. Placement level determined by program director) mS 311 T h e Development Prcrcess 'This seminar focuses 01)~pecllicglobal and Interpersonal developmental processes. Particular tlicories or developtnenl ancl educational approaches are critically exalrlincd. As an inlegrative seminar, thc course attcnipts to JILIII togetlicr Lhe many aspccts of the overall program, The seminar provldes st~rdenlstlic opportunity lo renecl critically on their own cducaLIona1process as wcll, ( Rcquircd coi~rsc) GST 230 Cultural Issues Seminar This seminar consists oCa series of eight mini-courses offered in a number of relevant Lopic areas r'claled to the theme of the program. Each minicourse consists or 12 hours, At~yfour mini-courses fulfill the requirements of the seminar. (Either this course or HIS 347 required) HIS 347 Mexico: A Historical Perspective Four specific mini-courses together provide a rather comprehensive view of Mexico's historical development from pre-Colurnbian times to the present day. (Either this course or CiST 230 required) INS 299 Directed Study 499 Independent Study Tliis prelcrairly is in a student's majar or mlnar dlsclpl[ne, developed ahead or Ilme E n co~lsuliationwith a departn~entaladviser on the home campus arid the program director. The topic a studenl cl~ooscssl~ouldhe relevat~t110th lo Ihe discipline and the tllcme oiqlollal cnmmnnlty. (Optional fourth course) EEL 366 The Church and Social Change In Latin hmerlca This course focuses at1 the rela tionsliip rlf the churcli Lo poverty, polltical oppression and soclal irijusticc in Latin Anrerica. Cenlml to the course is an cxamivation of the etnerging "Theology of Libcrallon" as arllculated by pronlinenl Latin American theologians as well as I,y peopte directly involvcd tn locaT palishes and devclopmcnt projects in Cucrnavaca. (Prereq,: enc course in religion or tticolngy. Optional fourth courscl Psychology Department (PSY) Psychology, with its emphasis on behavioral observation and data, provides a perspective on human activities which is an integral part of a liberal education. The goal of the Psychology program is the improved understanding of human behavior by studying how people cope with their environment and interact with each other. The department's courses have three basic goals: (1) to introduce the student to the current information and methods in psychology as well as earlier approaches to psychological questions: (2)to develop the ability to analyze, interpret, and evaluate behavioral research, and (3)to provide practice in the application of these principles. The department program provides an emphasis on both field experiences and the theoretical foundation for graduate study in psychology and related areas. Psychologists use a variety of methods to study behavior, including experimentation, observation and clinical case analysis. Faculty members in the Department of Psychology at Augsburg have varied professional specializations which include areas such as counseling, physiological psychology, human development, personality and computer applications. The Psychology program's emphasis on the use of a problem solving approach, the acquisition of information about human development and interaction, and the development of human relations skills c h be beneficial in careers in business, education and other social services, the church and government, as well as in careers such as research, law, and medicine. Student interns are placed in the metropolitan area where they can acquire practical, pre-professional experience and develop professional contacts. This program mutually benefits the students and the community. Psychology Faculty: Paul Hirdman (Chairperson),Lyla Anderegg, Grace Dyrud, Norman Ferguson, Duane Johnson, Richard Marken Major: 1 0 courses including 105,264,265,381or 399, and 493. Also PHY 103. A minimum of 5 courses must be from Augsburg. Students are also expected to select one course from the DevelopmentaljPersonality courses and other electives to complete the major. Not more than two courses from among 299,399 and 499 may be counted toward requirements for a major. It is recommended that psychology majors take additional course work from other areas that will complement and strengthen their particular interests in psychology: for example, areas such a s business administration, biology, or communication. Honors Major: GPA of 3.5 in the major and 3.0 overall, and comple- tion of a high quality research project culminating the major program. Application for honors consideration must be made during the junior year. Please consult the department chairperson for more detailed requirements. Minor: 5 c o u r s e s including 105,with a minimum of 2 courses a t Augsburg. Not m o r e t h a n o n e c o u r s e from 2 9 9 , 3 9 9 , a n d 4 9 9 m a y b e counted toward t h e minor. Certificate in Program Evaluation: 5 c o u r s e s including 2 6 4 ( o r SOC 3 6 2 ) , 3 9 9 , CSC 1 4 5 , SOC 3 6 3 , a n d approved elective. T h e s e c o u r s e s a r e designed to provide t h e cognitive background a n d skill development to perform well as a research assistant for agencies o r firms which d o program evaluations o r self-assessment programs. Systematic a n d periodic assessments of programs for social improvem e n t a r e increasingly expected by government a n d funding agencies. For further information contact Norman Ferguson. 1 0 5 General Psychology An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. The structure of the field of psychology, including its major sub-areas, is emphasized. 1 9 9 Internship Internship on lower division level. 2 5 1 Sensing and Perceiving At1 ecologlcaify oriented approach to the study of perceptual systems. Emphasis o n t h e proressitig of environmental information and how this relales to adaptive behavior and s~lbjcctiveexperience. Topics include: adaptation to novel environments, machine intelligence, and anomalous perception such as illusions. (Prereq.: 105, Alternate years) 2 6 4 , 2 6 5 Research Methods: Design, Procedure, and Analysis I. I1 A two-term sequence Il~cl~tdll~g c.upcritnenla(ion in human learning, probIcm solving, social psychology, and sensation-perception, Emphasis will be placecl on holh stalislical dnd expcrirnct~taldesign ~~~rthorlology. Re+ scarcti Mcthods I may bc I;ilieti for credil withouL continuing in Rcscarch Mcthods IT. Majors in psychology must take hot11 terms of the two-term scqucnce: 264 tiiust prrcede 265; 265 should be (altei~In lhc lemi immediately following 264. (Prereq.: 105) 2 9 9 Directed Study Limited registration by special permission. Specific planning for the study must be completed and approved well in advance of the time of registration. 3 5 1 DevelopmentalPsychology: Child Ernpt~asison normal ctilld development and behavior. Consideration of llieorelical systcms used i o ~vlcwing the developmental sequence and process. Inquiry illto practical inipticalions and applications of d a h and theory in respecl to the clcvclopmc~rtof childrcn. (I'rcrecl.; 105) 352 Developmental Psychology: Adolescent and Young Adult Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. (Prereq.: 105) 353 Developmental Psychology: middle Adult and Older Adult Emphasis on nonnal clevelopme~rLand behavior. Consideration of data and Ihcory related to tlevelnpmcnt cli~rlngL11e middle atlull and olcler adill1 periods ol Ilfe. IncIudcs pcrspeclives or1 death and clying. (Prcrecl,: 105) 355 Brain & Behavior A survey of the functions of the nervous system which are responsible for behavior in ai~lnralsand titlnian beings. MaJor topics Incl~ide:sleep &f wakefulness, mollvalloti d emotion, learning & melnory, and tnenlat disorders. (Prereq.: 105) Additional lab hours required. 356 Environment and Behavior A s t ~ ~ dnCyIhe Influel~cewhich the envlronment, bath natural and manmade, has on behavior. Major topics Include: overcrowding and environmerilal slress. terriloriatity, rlefcnsfble space & crlme, and bullt environments such as rooms, I>uildings8t cllics. (I'rereq.: 105) 357 Learning Leaming concepts. behavior change principles and psychology of instruction. Behavior change and individualized instruction projects. (Prereq.: 105) 359 Mental Testlng Theory, principles and examples of tests of personality and intelligence. (Prereq.: 105) 361 Personality An introduction to the field of personality study with special attention directed toward personality theories and contemporary application of those theories. (Prereq.: 105. Fall) 362 Abnonnaf Psychology An intrnrl~~ctloti to maladaptive human behaviors from the social, organic and ~~sycltological poirlts of view. Visitation to a variety of community service agctlcies will accompany classroom learning. (Prereq.: 105.) 371 Psychology of the Individual: Female and Male A stud Involving knowledqc uC materials bearing on the development of sex tllkreilces and rnlcs, Lhe e m r l or socieiy upon values and goals, differenlial Zcgal status of each scx a t ~ dpsychopliysiological data bearing upon these cllffcrel~ces.(Prerrq.: 105 or consent of instructor) 373 Organlxational Psychology Theorelicrll conceplual~zalionsof organizational behavior. Factors and practices such as management styles, evaluation and maintenance of worlc cCrcctlv~ness,anrl social Influences. An organizational field expericnce. Ifrereq.: 105) 381 Psychology In BfstorEcal PcrspecElve Historical clcvelopment oipsychoIogical viewpoints and theoretical positions. (I'rereq.: two psycholow courscs) 399 Internship Prior to the beginning of the term, interested students should consult with the departmental internship coordinator regarding requirements and permission to register. Grading is on a P/N basis. 450 Program Evaluation The appllcat~ori01 scientlRc research techniqtres and stn tistlcal analysls to prosgrams for social Impmvemenl. Designing infonilatinn systems Cor tl?e allgolng ~nonitorinyof programs. As?esslrig curnmlinlty needs. Assesslng program ~ffeccivenessatirl cfliciericy, l'he political and organlzalional inntexl or prn:grim monitoring and cvallration. The role of cvatuation research for social p o k y and pmgt am iniprovcmcnt. (PIercq.: 264 or SOC 3KZ: SOC 363) 485 Counseling Psychology Prlnciples. tnetliods, and attitudes involved i n the counseling process. Cousitieratiott {[lver?to goals and ethical guidelines for a counseling relatlolnhip. (Prereq,:4 courses) 490 Current Topics In Psychology Study of selected areas and lopics in psychology that are not treated exLcnsiv~lyt l l ~ n u g hcuirenl course offerings. Specific topics will be published prior tn icgislration. (l'rereq.: 105 and consent of instructor. Alternate years) 493 Seminar: Contemporary lssues Disc~rssianof contcrnporary socEetal issues from a psychological viewpoi~lt.Consideratinn or the apploacfres and methods used by psychologists In studyitlg such t.ssues. (Prcr'eq.: 5 courses) 499 Independent Study Limited registntion by special permission for advanced students in psychology. Stirdc~itsmust prcscnl a written plan prior to registration including carehrlly cotisldered rationale and purpose for the proposed study. -,= -4 'I?'. ' .' - II, , - - +'. 9, 41~ I , .<[ . ' l i )A -% -. :.' - 3, ' -.. ---: Religion Department (REL) I 9- I V I - , - Augsburg College understands itself as a college of the church and it is persuaded that the Christian faith provides an appropriate perspective from which to undertake its educational task. The biblical faith and tradition of the Christian church have influenced the western world to a degree much greater than is sometimes recognized. They have affected and continue to influence language, literature, history, values, and political structures. The student encounters this religious tradition in studying these and other areas. The study of religion and theology is intended to make such encounters more meaningful by a better knowledge of Biblical history and that of the Christian church, and by a larger acquaintance with theological thought. While it is true that the fundamental orientation of this College is to the Christian faith, it is also true that the field of religion obviously includes more than is represented by the Christian faith. Large segments of the earth's population live by religious concepts and ideas which are different from those prominent in the West. The Department of Religion seeks to introduce students to some of these major religious traditions. Courses in religion are not intended to be footnotes to courses in other disciplines and departments. The study of religion and the discipline of theology have an integrity of their own. It is the hope and expectation of the Department that students will become better acquainted with the content and character of the Christian faith and enable them to reflect theologically on their own religious commitment. The College offers both a mqjor and a minor in Religion. Students who wish to work in the church as a parish or youth worker or as a director of Christian Education may find a major in Religion appropriate for that purpose. Religion Faculty: Philip Quanbeck (Chairperson Fall 1986),Eugene Skibbe (Chairperson lnterim and Spring 1987).John Benson, Bradley Holt, Curtis Peter, Stephen Pinsky, James Porter, Paul Sonnack Major: 8 courses, including 111,221,356,481 and 495,the seminar especially for majors, taken in the junior or senior year. Before taking seminar, each major must have written one formal research paper and placed it on file with the department chairperson. Only one interim course may be applied to the major. One upper division New Testament Greek course may be applied to the major. Major in Church Staff Work: 9 courses, including 111,221,356, 358,360or 483,362,399,471or 473,481.These together with specified courses in other departments can lead to Augsburg certification. Program for Christian Day School Teachers: Students pursue one of the regular teacher education programs in the Department of Education to prepare for licensure by the State of Minnesota. In addition to the licensure program, five courses in religion are required: 111,221,362, The Christian Day School (Interim) and The Lutheran Heritage (Interim). Student Teaching experience is required in both a public school setting and in a Christian Day School. This program prepares students who are interested in teaching in Christian Day Schools, particularly those of the American Lutheran Church, although participation is not limited to such schools. Honors Major: GPA of3.3 in the major and 3.0over-all; research project approved by the department and colloquium with the department. Minor: 5 courses. Not more than one interim course may be counted for the minor. Certificate in Church Staff Work: 9 Religion courses (111,221, or 473,481); APE 232;PSY 105, 356,358,360or 483,362,399,471 351,352or 371,485;SOC 111 or PSY 373,SOC 231;SPC 354.This program meets or exceeds the educational requirements of The American Lutheran Church, but certification by the church is a separate function. By adding two or three courses from appropriate departments, the student can develop special emphases in parish education, business management or diaconal work. Notes: Religion 111 or 221 is prerequisite to all other courses. Department approval is necessary before courses taken in other colleges can be accepted for Religion Department and/or general education course credit. All majors are urged to consult with the department chairperson. , 111 Introduction to Theology 199 221 299 350 353 356 An introduction to the academic discipline of theology and to the dialogue between the church and the world which concerns Christian doctrine. Internship Internship on lower division level. Biblical Studies The origin, literary character, and transmission of the biblical documents. The task of biblical interpretation. The history of Israel and the emeraence of the church. Directed Study Independent study on lower division level. Philosophy of Religion (See under Department of Philosophy) Denominations and Sects in America A study of the beliefs and worship practices of the major denominations and sects. Some contemporary cultic movements will also be considered. (Spring) History of Religions An introductory survey of some of the major living religions of the world, including Hinduism, Buddhism, Confucianism, Taoism, Shinto, and Islam. Lectures plus some discussion of primary documents from these religious communities. (Fall) - - - - - -- 357 S m e y of Church Blstury A suzvey of Christian history In the early, medieval, Reformadon, and modern periocls. Some attention to primary sources, in addltion to interpretallon$ o i the periods in question, The expatision of the church, its inner life, Ils reIatlon Lo the state, and the development of its dnclrine wlll be major elements of the sludy. 358 Life and Work of the Church Congregational life in its varied character with attention directed to Christian education and curriculum, youth work and parish work. (Alternate years) 360 Rellglion and Society An cxarnlnation of the interaction of religion and society in terms of sociological a nalyslswith particular emphasis on contemporary sociological research on rellqious movements in American society. (Spring) 3 6 1 The Church in the First Four Centuries A study of the early CI~rlstlanChurch In the context of lhe Roman Empire, Including such toplcs a s persecution and martyrdom, tlre development of the creeds, Christtanlty In conflict with Crnosticis~nand mystery religions, InonasLicism anti mysltcism. early crlrlstian worship: also incl~~rlit~g the theology nl several early Christian leaders and a special unit o n the Iife and thaugllt of Rugusline. 362 Theology of the Reformers An introduction to the theological thought of the Protestant reformers of the sixteenth century. Special attention to the writings of Martin Luther and other representative figures. (Fall) 363 Religion in America A study of the development of religion in America. Special attention to the rise of religious liberty, revivalism, denominations and the responses of religion to the challenges of its environing culture. (Fall) 364 Scandinavian Immigrant Church History Topics and themes related to church history and Scandinavian immigration to this country. (Offered a s funding permits) 366 The Church and Social Change in Latin America (See under Program in Global Community) 399 Internship Limited to students who have completed at least four academic courses, have at least first semester Junior standing, and satisfy department guidelines. 432 Church Music and Worship (See under Department of Music) 4 7 1 Jesus and His Interpreters Consideralion of the Mew Testament documents, particularly the Gospels, dealing with their conlexl. literary stntcture and relationships. Attention fo the varlety or interpretations given Lhe person of Jesus, including the "quest For the I-listorlcal Jesus." (Fall) 472 Theology of Paul A study of the Apostle Paul including his historical background, his relationship to the early church, and some of the themes to be found in his writings. 473 The Message of the Old Testament The various types of Old Testament literature. The distinctive ideas of Hebrew thought with emphasis on the message of the prophets. 475 Judaism A survey of the history ofJudaism from the end of the Old Testament period to modem times. with emphasis placed upon the religious development. A special interest In such modem Jewish tfilnkers a s Buber and Heschel. The Jewish Chatauqua Society annually makes a grant to Augsburg College in partial support of this course in Judaism offered in the religion department. (Fall) 4 8 1 Contempormy ~ h e o f o g y An introduction to some representative trends in Christian theological thaught Loday. as seen f ~ o m the systematic perspective, in the light of the continuing theological task or Lhe Christian Church. (Spring) 483 Christian Ethics The bases of Christian social responsibility, in terms of theological and sociological dynamics. Emphasis on developing a constructive perspective for critical reflection upon moral action. (Fall) 486 PsychologyoCRellgion and TheoIoSy A S ~ L Iof I -currenl I~ psyclrcllogical views nl rellglon in the context of the traclilional Chrlsllari view nChtunan nature. Special attention will be given to the classics in the field by Freud, Jung, and William James, and to those Christian theologians who have been influenced by them. (Alternate years, Spring) 495 Seminar Selected topics. Required of majors in the junior or senior year. Others by permission of instructor. (Fall) 499 Independent Study Limited to students who are religion majors and satisfy departmental guidelines. Russian Area Studies Norma C. Noonan (Campus Coordinator), James Brown Russian Area Studies is an ACTCjoint major which seeks to give the student the broadest possible exposure to Russian and Soviet history, politics, literature, traditions and philosophy. The mqjor is interdisciplinary and offers perspectives on Russia both past and present. A minimum of two years of the Russian language is required. This mqjor is a good foundation for students preparing for careers in government, teaching, international business, or law, especially when combined with a second mqjor in a field such a s business, economics, history. language, political science or theology. It also is a good foundation for graduate study in history, political science, language and literature or international relations. Major: 11courses: 4 courses (2 years) of basic college Russian (or equivalent competencies); 2 courses in Russian history; 1course in Marxist theory; 1course in Russian literature; 1course in Soviet politics; 2 other courses from approved electives. M i n o r : 6 courses: 2 courses (1year) of basic college Russian (or equivalent competencies); 1course in Russian history: 1course in Soviet politics; 1course in Marxist theory; 1other course from the approved list of electives. Each student's major program must be approved by the Coordinator. Scandinavian Area Studies (SCA) . - -- - - - - Foreign Language Department Chairperson Mqjor: 8 upper division courses. Minor: 4 upper division courses. N o t e : Major programs must contain 4 courses listed in the Augsburg Catalog or transferred to Augsburg a s upper division Scandinavian Area Studies courses, i.e., courses taught by a Scandinavian language department or subdepartment regardless of their content, which may be linguistic, literary or cultural. Students graduating with a major or minor must also present the equivalent of intermediate level competence in a Scandinavian language. See Norwegian courses under Department of Foreign Languages. Recommended Supporting Preparation: Study in Scandinavia, elective courses which may lead toward a second major such a s English, history, urban studies, business administration. 312 OldNorse (See under Department of Foreign Languages - Norwegian) 330 Contemporary Scandinavia A broad survey of Scandinavian culture with special emphasis on conditions and developments in the twentieth century. Knowledge of Scandinavian language desirable but not required. (On Demand) 351 The Modem Scandinavian Novel Lectures provide a survey of the Scandinavian novel. Class discussion based on assigned reading of selected novels by Jonas Lie, Sigrid Undset, Selma Lagerlof, Par Lagerkvist, Knut Hamsun, Halldor Laxness and others. Knowledge of a Scandinavian language desirable. Language majors and minors w11 b e required to d o assigned readings and written work in a Scandinavian language. (On Demand) 352 The Modem Scandinavian Drama Readings include dramatic works by Ibsen, Bjornson, Strindberg, Lagerkvist, Munk and other twentieth century dramatists. Lectures provide a survey of Scandlnaviati drama w l l t ~emphasis o n lbsen and Strindberg. Knowledge of a Scandinavian language desirable. Language majors and minors will be required to d o assigned readings and written work in a Scandinavian language. (On Demand) 364 Scandinavian Immigrant Church History (See under Department of Religion) 372 Norwegian Language and Culture (See under Metro-Urban Studies, SUST) 377 Scandinavia in the World (See under Metro-Urban Studies, SUST) 382 Scandinavian Arts (See under Department of Art) 393 Urbanization and Development in Scandinavia (See under Metro-Urban Studies, SUST) 394 Norwegian Art and Literature: Perspectives on Social Change (See under Metro-Urban Studies, SUST) 495 Seminar: Ethnic/lmmigration Experience (Offered periodically under Department of History 495 Seminar) 499 Independent Study In consultation with a faculty member, student selects a specific topic for study. Social Science Khin Khin Jensen (Coordinator) A student may not list a double mqjor in Social Science and in one of the component disciplines unless the distribution selected in the Social Science major is significantly different from the other mqjor. Non-Western Major: 14 courses: HIS 104;1 social science methodology course (ECO 279,PSY 264,SOC 362 or 365):and 12 courses, in at least 4 disciplines, from the following: ECO 122,258;HIS 103,322, PHI 355;RE1 356;SOC 323,324,440,474;POL 351,363,382,461; 336;seminars, independent study or interim courses on relevant topics in History and/or Political Science. The student planning to fulfill this social science major should consult the chairperson of the Department of History in choosing a major adviser. Social Studies .. - - Jerry Gerasimo (Coordinator) Students preparing to teach social studies on the high school level must complete, in addition to the professional requirements to be met within the Department of Education, a competency-based program designed to provide a broad foundation in the social sciences. Social Studies Teaching Licensure: 7 courses (ECO 122 or 123, Geography, HIS 222, POL 158,PSY 105, SOC 121and336) plus a major in one of five fields - Economics, History, Political Science, Psychology or Sociology. Students considering a career in social studies education should consult, as soon as possible, the Augsburg Department of Education and the Social Studies Coordinator. Social Work Department ( s m ) - - The Social Work mqjor program prepares graduates for entry-levelprofessional practice in the field of human services. The program is accredited by the Council on Social Work Education, and leads to a Bachelor of Sclence degree. The program is based on a generalist model of practice, enabling graduates to work with individuals, families, groups, and communities. The College's commitment to the liberal arts is highly compatible with education for professional social work practice. The liberal arts, with its emphasis on breadth of understanding, cultural and ethnic diversity, openness to new ideas, analysis and synthesis, is an ideal foundation upon which social work education is based. As Sir Richard Livingston has said, "A technician is a person who knows everythingthere is to know about his/her job, except its ultimate purpose and social consequence." Augsburg social work graduates are professionals, not technicians. Social work mqjors at Augsburg College must be well-grounded in the liberal arts. Effective social workers cannot be technicians. "Education for Service" has long been a motto at Augsburg College and it exemplifies the philosophy of the Social Work Department. Unique leaming opportunities for field work placement and cultural enrichment are provided by a metropolitan setting known for a humane quality of life which is enhanced by the arts, outstanding human services, and a highly-educated populace. Social work opportunities abound. Minnesota is known for the vitality and relevance of its social services. The Twin Cities, as the hub for these services, provides both a plethora of field placements for social work students and external experts for the classroom. The ethnic and economic diversity present in this metropolitan area provides opportunities for social work students to learn to understand. a ~ ~ r e c i a tres~ect. e. and work with people different from themselves and fdbe enrichedby this opportunity to interact with diverse clients and professionals. The Social Work Program strives to contribute to its environment as well as to gain from it. ~ f ~ r o ~ r i a tsocial e l ~ ,work students have been involved in a wide variety of community service efforts including helping to develop a Big BrotherIBig Sister program on campus: mobilizing students to assist a social service agency in their annual Christmas giving program, and tutoring at a local neighborhood center. The Social Work minor and electives in the department allow students to support another mqjor with knowledge about human needs and growth, human services, and the methods of effective citizenship. Students taking these courses have the opportunity to become knowledgeable about pu6 lic issues and d e v e l o ~ and nurture a ~ e r s ~ e c t ithat v e sees the central irnportance of diversity 'to the social fabric df this country. But beyond knowledge, students also are encouraged to use their talents and skills to address the needs of society in the interest of the public good. Social Work Faculty: Mary Lou Williams (Chairperson), Maria Brown, Francine Chakolis, Rosalie Clark, Edwina Hertzberg, Douglas Peny, Charles Williams Major: 9 Core Program courses: 361,363,364,461,462,463,465, 466,467,469: and 9 Supporting Program courses: 257,260: 810 101; PSY 105; SOC 121,231,265,365,375. (The Sociology sequence constitutes a minor in that discipline.) A minimum grade of2.0 is required for each course in the Core Program and a 2.0 average is required in the Supporting Program. Concentration: Concentration in Aging, Chemical Dependency, Crime and Corrections, Social Ministries, and Youth are possible. Concentration consists of courses descriptive of functional, dysfunctional, and programmmatic aspects, plus field work placement in the senior year in the special area. For Social Ministries, a minor in religion with specific coursework is required. Completion of a concentration is noted on the transcript. Candidacy: Social work majors must apply for candidacy status before the beginning of the senior year. Certain 400 level courses list candidacy a s a prerequisite. A written self-statement, reference letters, and the completion of all Core and Supporting Program courses below the 400 level is necessary for candidacy review (Exception: SOC 365 may be taken in the senior year if necessary.) Social Welfare Minor: 6 courses, including 257 (or approved alternative),361,463:260 or SOC 375:SOC 265:and one of 465,POL 121, 158,325. School Social Work Certification: State Department of Educationrequired Human Relations Certification for school social work is available through successful completion of EDS 388. Elective courses open to all students: 257 Exploring Human Services With lacully approval, student selects a placement for 80 hours per term as a volunteer in a social agency or institution. Opportunity to know human service professionals, minority professional clients and communities, social service delivery systems, and career aspects of the helping vocations, Independent study with a term paper report and regular class sessions. Especially recommended for freshmen and sophomores. 260 Humans Developing 1his coirrse provides the knowledge bask to an understanding OF human growth through Lhe life cycle, and or the Interplay of socIocullurat, blologthe growth 01 individuals ~cal,and psyclboluglcal factors whlch influe~~ce aucI larnllie? I n cnnle~nporaryAmet ican society, Ernpltasized Is tlie role or Ll~e"nurt~trlngenvtronrnenl" in rclatlnn to Iwman growth, the Impact or "sustalrilng euviroumenl" factors, and other special stresses relevant to growth. Circlwt h relaled to populations and groups which represent ethnic and/or Hfe-style rliverslty Is also a focus. Students will gain self-understandlng Ihrough use of their own experiences. 299 Directed Study An opportunity for students to do readings and study on topics of interest. Proposed study must be approved in advance of registration. (Prereq.: 257 and consent of instructor) 340 Pollcies, Program and Skills for the Aging This course will include the study of the impact of social policy on the older population, older population impact on social policy, services planned to address needs of older population and skills needed to work with this population. Class conducted in Senior Citizen Residence. (Prereq.: Sophomore or consent of instructor) 361 Social Responses to Human Needs This course describes the historical and contemporary systems of human service and the diversity of minority professionals and client groups. The major assumptions and social movements which have contributed to the charitable and governmental responses to human needs will be emphasized. Guest speakers and agency visits highlight the course. (Prereq.: Junior or consent of instructor. Fall) 399 Internship Provides Reld learning experience for the non-major and supplements the required field work of majors (Prereq.: consent of department chairperson) 463 Community Development and Organization Locality development and social change through community organizatlon, soclal plannl~~g, and social action. Emphasis on: 1)survey oihistorical forms olcornmunlty organization ancl social clwngc, 2) u~~derslandlng the Ll~eorics,basic Issttes, and strategies rclevanl to social protest ancl change, 3) examination of the role of staff, and of the functions and interrelationships of community organizations, and 4) knowledge of and actual practice in the local community in the essential principles and techniques of organizing. (Prereq.: senior or consent of instructor. Fall) 465 Gbetat Policy:Anatysls and Development Includes the sIudy or tlieorlcs of Soclal Policy formutation and methods of analysls associaled with needs ancl services, and analysis of the impact of poll~yon snclal work ~lracticc.Development and implementation will be virived flrst hand through werlr with an elected public policy maker. Readings, analytical paper Integralion of class concepts with practical experieuce. (Prereq.: 361,463, atid senior or consent of instructor. Spring) 468 Special Topics (112 to 1 course) Current issues in social work theory or practice. To be announced. (Prereq.: consent of instructor. Offered periodically in Interim) - 498 IndependentStudy Metropalltan Resorlrces An Independenlly dcslgned course a student (or group orstudents) develops, lnalrlng extensive, systematic and Integrated utllizatio~lof resources avallahle in the metropolitan comm~tnlty,e.g, lecttlres, symposia, periortnances, hearings. Thcse resources become the core of t h e course, supplemented I>y lradtlior~alcollege resources, and designed in consultation with and evaluated Ily a facutty rnernlrrer ~Fthedeparlrnent. (Prereq.: 257 and consent of inst~uctor) 499 Independent Study Student must present written proposal containing rationale, objectives and methodology of the proposed study according to department guidelines. (Prercq.: 257 and consent of instructor) Courses reserved for Social Work majors only: 363 Methods and Skllls of Social Work Rasic features or Lhe helping process: theoretical foundations, principles and techniques orsoclal work inlerventlve methods, and pnctica! expcrience necessary for social work practice with indivlduals and small groups with a rliversity orprofessl~nalsand client groups: devclopment of the s h dent's repcrloire of relationship building sl<itIs.tect~~re-disc~~ssion scsslons and/or taboratory exercises cacli wcek. [Prereq.: 361, Junior. Spring) 364 Field Work I Beginning supervised professional experience in a social work agency focusing on interviewing experience and relationship building. Ten hours per week, plus one small group supportive/discussion seminar per week. (Prereq.: 361, Junior, concurrent with 363. Spring) 461 Advanced Methods and Skills in Social Work Enlargement and rcnnemcnt 01 practice sldlls recognizing adaptations of the prnblern.solving mode! to dlverse populslllons through Iccturc, classmom excrclse ahid tegular class work. I-:nla!gement aC social groilp worls sltflls, emphasts on development of gencrallsl practicc sltills and eclectic approaches with a focus on cllversily of proCcsslonals arid clienl populations. Lectures aild/or laborato~yexercises each week. (I9rereq.: 2.0 in 365 and in 364,candidacy staLLls. Concurrent with 462. Fall) 462 Field Work 11: Progressively responsible supervised professional social work experience including work with individuals, families, groups and/or communities in a social service agency. Ten hours per week, plus one supportive/discussion seminar per week. (Prereq.: Candidacy status: concurrent with 461; Fall) 466 Field Work 111 (112 or 1 course) Continuation of 462 ('12 course option during Interim. Prereq.: Candidacy status, 2.0 in 461,462,463) 467 The Social Worker as Professional Eth tcal practice, bureaucratic survival, professtonalJob attainment,affirm. ative actlon and sexual harassment issues, personnel policles and practices, alganizalional theory. and resource devclopment will bc stlrrlicd in the course. T h e field work practice becomcs the laboratory For class exerclscs. (Prereq.:Candidacy statrls, 2.a in 461,463.) 469 Field Work IV Continuation of 466. (Prereq.: Candidacy status, 2.0 in 466, concurrent with 467) Sociology Department (soc) Sociology is a disciplined study of human social behavior. As a relatively young discipline, sociology provides yet another perspective on a theme which is common to many of the disciplines in a liberal arts curriculum, namely the theme that humans are "social animals." Sociology emphasizes the extent to which the human inclination to interact socially comes to exhibit regularized patterns over time. These patterns together form a society or a social structure. Sociology seeks to understand these societal patterns. Sociology also seeks to understand patterns within the great variety of institutions that exist in a society. The Sociology Department at Augsburg is designed to help students think sociologically in terms of obtaining an understanding of society and developing skills in evaluating social institutions and programs. Students are encouraged to select as electives some of the non-traditional learning models available, such as internships, independent study, interim courses, and the co-learningcourses offered through the Conservation of Human Resources (CHR)program. The Department urges students to use Augsburg's urban setting as a "laboratory" for learning. A mqjor in sociology can prepare one for a variety of careers or for advanced professional studies. Augsburg alumni who have majored in sociology are currently employed in the personnel departments of both government and private corporations, in industrial relations work, and in program evaluation. Others have used their mqjors as preparation for advanced study in areas such as law, the ministry, social work, and urban planning. The Department of Sociology welcomes students who, in their quest for a liberal education, are looking for new and different ways of understanding and appreciating the often taken-for-grantedaspects of our world. Sociology Faculty: Gordon Nelson (Chairperson),Jeny Gerasimo, Gany Hesser, Barbara Johnson, Diane Pike Mqjor: 1 0 courses including 121, 362, 363, 375, 485, Highly recommended: a Conservation of Human Resources (CHR) course, intemship, independent study or upper division interim course in sociology. This recommendation is made in the hope that the student will take advantage of the variety of learning models offered through the department. Consult department chairperson concerning areas of concentration. Honors Major: The student must have a minimum GPA of 3.5 in the major and 3.0 overall. Application for honors in sociology candidacy shall consist of submission of thesis proposal to Department Chairperson before April 1of the junior year. Candidacy is contingent upon departmental approval of proposal by April 30 ofjunior year. After acceptance as a candidate, the student will register for 499 to complete work on thesis. Honors in sociology will be granted to a candidate who successfully defends the thesis before March 31 of the senior year and maintains the GPA through graduation. Minor: 5 courses including 1 2 1 and two upper division courses (i.e., 300 and above.) Certificate in Program Evaluation: 5 courses including 362 (or PSY 264), 363,399, CSC 145, and approved elective. These courses are designed to provide the cognitive background and skill development to perform well a s a research assistant for agencies or firms which do program evaluations or self-assessment programs. Systematic and periodic assessments of programs for social improvement are increasingly expected by government and funding agencies. For further information contact Diane Pike. 111 Human Community and the Modem Metropolis The cultural and structural dynamics of the modern world viewed from the perspective of the metropolitan situation, with a focus on the possibilities of human community in the context of urban institutions and processes. 121 Principles of Sociology Sociology is a unique way of irnderstanding the world. As an academic discipline and a profession, sociology provides insights into culture, roles, groups, iti(erac1iot1, inequality, and social structure. An essential tool for discovering tile world and orie's place in it. 199 Internship Lower division internship. Consult Internship Supervisor in the department to determine project. (Fall, Interim, Spring, and Summer) 231 Sociology of the Family An examination of the family a s a social institution. The process of dating, mate selection, marital adjustment and divorce. The relationship of the family to its institutional and cultural context. 265 Racial and Minority Group Relations The dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. (PIN grading only) 299 Directed Study Independent study for lower division students (Prereq.: 1 2 1 and consent of instructor. Fall, Spring, Summer) 300,301,302,303,304 Special Topics in SocIoIogy h variety ot 10pIcs offcclrd periodically depending o n nmds and Interests which are not satisfied by regularrourscofFFTirigs. May be offcred on cam. pus in atldllIon to reqular course offerlnqs or on campus In conji~nctlon wllh A u ~ s l ~ i t r gConscrvatlon 's of Ilu~li;lnResources (CIIR) I'rograrn. ( P W - g . : consent of lnst~uclor) 336 Introductionto Cultural Anthropology The concept of culture examined in anthropology and in the way we s e e and live in the world. An analysis of basic assumptions underlying the ideas of "primitive," "civilized," and "progress." The person's relation to culture. An analysis ofselected aspects of Western culture. 360 Rellglon and Society All cxnn~lnallo~i or tlic Interaction of religion and 5dclely In terns oisociological arlalysls with particular emphasis on conlernporary sociological ttse;krch on r e l i g l o ~ movements ~s and instllultnns In Amerlcan soclely. 362 Statistical Analysis The first course in a two-course sequence introduces quantitative analysis. The fundamentals of descriptive and inferential statistics for the social sciences. Designed specifically for sociology and political science majors, but recommended for others neccling a I~ackg~'orlnd for social science. (Prereq.: working knowledge of h i g l ~ scllotll algebra arlcl consent or llle instructor. Fall) 363 Research Methods This second course exposes students to the skills involved in research design and measurement techniques. The practice of social research is learned through class activities and individual projects. Focus on learning usable skills. To be taken immediately after 362. (Prereq.: 362 or consent of instructor. Spring) 365 Quantitative Analysis and Program Evaluation l o ~ r s ~ r n iovcrvlew cr of melhods nforgazilzing, comparlng and interpreting quanlita tlve lnfonnatlo~l.Use of data-processing rquipment lor statisttcal analysis. Dvcrvlcw or commonly -user1 rcsearclr mctltods, especially expcxirncntrll designs arrd appllcat~onsl o proqranl evaluations. Desiqncd for social work majors. (Prereq.: high school algebra. Spring) 373 Crime and Corrections An examination of the criminal and juvenile justice systems and the various theoretical components of criminology and corrections. Major attention is focused on the causation and prevention of crime and delinquency, and the various modes of treatment. (Prereq.: 121) 375 Social Psychology An examination ol the Idea oT"gsoup." its relatlonshlp to tndlvldual behaviol' and society. A n analysis of the Ideas 01 "self" and "identity" and wtral part they play In underslantllng Interpersonal relations and human behavior. A sociological view of mental health, A look at the major assumplions and processes i~tiderlyinysilr everyclay lire - a Innlc at [he trivlal. (lie ordlna~yand the lake~vfor-granlecl,"Sytnbollc interaction," an 1111Ilortalll olienlallon In social psychology, wlll l x used as a way of deallng with the tnajor lssucs In [tie caursc. (I'rcreq,: 121 and PSY 105.juni01 or senior studcrlts only) 381 The City and Metro-UrbanPlanning The primary focus of the course is upon the major issues confronting the present and future metropolis. Particular emphasis will center on alternative theories and approaches to shaping the future metropolis. Current developments in the Twin Cities region will be compared and contrasted to urban and regional developments globally and nationally. Resources include extensive readings, simulations, films, and outside speakers in a seminar format. (Prereq.: 111or 1 2 1or consent of instructor. Spring) 399 Internship Consult the Department Chairperson or Internship Director for details. (Prereq.: consent of instructor. Fall, Interim, Spring) 485 Modem Sociological Theory An examination of the major theoretical traditions within sociology, tracing the course of their development in the nineteenth and twentieth centuries. (Prereq.: 2 courses in sociology including 1 2 1or consent of instructor. Fall) 498 Independent Study - Metropolitan Resources An independently designed course a student (or group of students) develops, making extensive, systematic and integrated utilization of resources available in the metropolitan community, e.g, lectures, symposia, performances, hearings. These resources become the core of the course, supplemented by traditional college resources, and designed in consultation with and evaluated by a faculty member of the department. (Prereq.: 1 1 1or 1 2 1and consent of instructor. Fall, Spring, Summer) 499 Independent Study Studcnt nil~stpresent written proposal cantalning rationale, objectives and methodorogy or the p~oposedstudy according to department guidelines. (l'rcrcq.: 121 and conscnl ol Instrur~or.Fall, Interim, Spring) Speech/Communication and Theatre Arts Department (SPC) Communication Communication technology vastly increases our ability to influence human thought and behavior. While these powers are often used to deceive and exploit, they can be used to liberate, enoble, and to enhance life. Speech, communication, and theatre arts at Augsburg are humane studies designed to promote sensitivityand wisdom in the use of communication, since true communication aims to foster informed, responsible choice and shared understanding. The primary aim of the department is to help students to communicate effectively through both speaking and writing. The courses are designed (1) to promote the intellectual disciplines required for research, exposition, and argument: (2)to develop writing and speaking skills: (3)to build confidence, creativity, and ethical sensitivity: and (4)to provide a wide variety of realistic communication experience. Communication careers call for a broad liberal education, so the communication mqjor at Augsburg stresses the studies of logic, psychology, sociology, literature, writing, and public speaking. For breadth we recommend double mqjors, and for practical experience we recommend participation in co-curricularcommunication activities throughout the college years, climaxing in internships under professional supervision. This mqjor is also used as preparation for other fields, such as religion, politics, and law. The speech mqjor is designed to prepare students for teaching in the secondary schools. Theatre Arts Theatre is not primarily an extra-curricular activity nor is it merely entertainment. As a laboratory that uses all of the liberal arts, theatre enhances a liberal education. By reliving how other people throughout history were thinking, feeling and struggling, actors have a greater understanding of their own humanitv. Theatre enables students to ex~eriencethe beauty, mystery, and ambi$uity of life. Minneapolis-St.Paul is an ideal place to study theatre, because it is one of the major theatre centers in the United States. Augsburg students expand their knowledge of theatre not only by attending, but also by working in the professional and community theatres of the Twin Cities. Our theatre faculty has professional experience which enables them to provide realistic guidance to students. The Augsburg program provides three possible emphases-acting, directing, and design-but encourages students to participate in all aspects of theatre production. While the program is primarily designed to prepare students for educational theatre, graduates go into many other fields, such as professional theatre, television, film, advertising, business, and religion. - - - - - Speech. Communication and Theatre Arts Faculty: Julie Bolton (Chairperson), Mark Arnbroz, Raymond Anderson, Judith Kirk, Gary Parker Honors Major: GPA of3.25in the major, 3.0overall, two independent study projects of honors quality, distinguished performance in a t least one of the communication arts, comprehensive examination in field of concentration. Application to be made early in the senior year. Communication Prospective mqjors should contact the department as early a s possible to work out a plan for the major and a personal career action plan. Freshmen should take 111,PSY 105,SOC 121 or 241. Communication Major: 10 courses, including 342,351 o r 352, 354,399and EMG 223 or 225 or 226 or 227,and satisfactory performance on competency tests in writing and typing. Supporting courses required but not counting toward the major: 111;PHI 130;PSY 105; SOC 121 or 336,375. Communication Minor: 5 courses approved by the department. Speech Major For Teaching Licensure: 10 courses, including 111, 354,360:Participation in forensics, and a 241 or 343,350,351,352, minor in English. Recommended: 366,courses in theater, participa- tion in drama. Speech Minor For Teaching Licensure: 111 and six of the followand participation in forensics. ing: 241 or 343,350,351,352,354,360 Note: Students preparing to teach speech in secondary schools may specialize in any of three majors: speech, theatre arts, and speechtheatre arts. Any of these must be combined with a t least an English minor, preferably a major. The communication major or minor does not qualify one for teaching speech. Consult with the Department of Education for requirements in Education. 116 is strongly recommended for students in elementary education. 111 Beginning Speech Basic problems of effective speaking and critical listening. 132 Photography (See under Department of Art) 199 Internship Internship for lower division cre it. 227 Advanced Writing: Journalism (See under Department of English) 225.330 Visual Communications I, 11 (See under Department of Art) 2 4 1 Introduction to Cinema Art (See under Department of English) 242 Film-Making (See under Department of Art) 299 Directed Study Independent study for lower division credit. 342 Mass Communications in Society (See under Department of Political Science) Junior and Senior students only. 343 Radio-TelevisionProduction An introduction to radio and television with an emphasis on the director's role; emphasis on producing, programming, writing, acting, casting, and lighting. (Laboratory fee: $10. Not offered 1986-87) 350 Voice and Diction A study of vocal skills including tone production, breathing, resonating, articulating, and listening: introduction to speech sounds and vocal mechanism. (Alternate years. Fall) 351 Argumentation Application of logic in public speaking, discussion, and debates. (Fall) 352 Persuasion Theory of persuasion and propaganda, practical work in speech and promotional projects. (Spring) 353 Advertising An introduction to print and broadcast advertlslng and promotlon a s important elements in modern marketing and communications. (Prereq.: Junior, Senior. Communication major or cnlisent of instrt~ctor.Spring) 354 Interpersonal Communication A study of the dynamics of human interaction through verbal and non-verbal messages: emphasis on factors that build relationships and help to overcome communication barriers. 373 Organizational Psychology (See under Department of Psychology) 399 Internship (Consult the Department Chairperson for details.) 495 lndependent Study In Communication Selected tooics in soeech and communication. with e m ~ h a s i on s the use of primary sources and methodology of research. 499 Independent Study lndependent study for upper division credit. Theatre Mqjors should take part in dramatic productions every year. Freshmen planning to mqjor in theatre arts should begin with courses 111,116,232 and 228.111 is not part of the mqjor. Theatre Arts Mqjor: 10 courses, plus 111. This major should be sup- ported by several courses in literature including Shakespeare and Modem Drama or Scandinavian Drama. A. Acting Emphasis: 116, 228, 232, 343, 350, 360, 361, 366, ad- vanced acting, and the children's theatre interim. Strongly recommended: courses in movement, dance, cinema art, and dramatic literature. Performance requirements for the acting emphasis include 6 units of acting, 4 of crew work, and 1 internship. 8. Directing Emphasis: 116, 228, 229,232,350, 360,361,366, 367, plus advanced acting and the children's theatre interim. Courses strongly recommended: courses in movement, cinema art, and dramatic literature. Performance requirements for the directing emphasis include 4 units of crew work, 3 units of acting, 2 of directing, 1 in stage management, and 1internship. C. Design Emphasis: 228,229,361,366,428,429,plus 2 courses in Art. Strongly recommended: courses in cinema art and dramatic literature. Performance requirements for the design emphasis include 5 units in crew work, 2 in technical supervision, 1 in acting, 1 in assistant design, 1in design, and 1 internship. Theatre Arts Minor: 5 courses including 228,232,360,361,366. Theatre Arts Mqjor For Teaching Licensure: 1 0 courses, including 111,116,228,229,232,241 or 343,350,360,361,366, the experience requirement specified for theater arts majors, and a minor in English. Theatre Arts Minor For Teaching Licensure: courses 111, 228, 232,361,366; one ofthe following: 241,343,350; and participation in dramatic productions. Speech-TheatreArts Major For Teaching Licensure: 12 courses, 111,228,229,232,241 or 343,350,351,352,354,360,361,366; participation in two activities (forensics, interpretation, theater, broadcasting); and a minor in English. 1 1 6 Creative Dramatics A study of creative improvisation using stories, poetry, nature, concepts, the self, human relations, etc. Uses of creative dramatics in theatre, school, church, recreation, therapy, and other settings. (Fall) 1 9 9 Internship Internship for lower division credit. 2 2 8 Technical Production I An introduction to the backstage world of the theatre: its organization, crafts, magic, and art. Practical craft projects, theatre tours, and production experience. Open to all students. Should be taken in freshman or sophomore years. (Lab fee. Alternate years, Fall) 229 Stage Design I Introduction to scenery and lighting design; basic tools of the designer (drafting,drawing, painting, theory); practical studio projects. (Open to all students. Should be taken in freshmen and sophomore years. Alternate years, Spring) 232 Acting An introduction to the art of acting. Practical work in pantomime and improvisation; participation in dramatic presentations. (Spring) 299 Directed Study Independent study for lower division credit. 360 Interpretative Reading Basic principles of oral interpretation of literature. Practice in reading prose, poetry, and drama. (Fall) 361 Theatre History and Criticism Overview of theatre history; examination of plays from various periods. Attendance at local theatre productions, Introduction to theories of drama, dramatic production, and dramatic criticism. (Spring) 366 Stage Direction I Basic directorial process: choice of plays, casting, organizing rehearsals and technical production; application of play analysis, blocking, and characterization to a specific play chosen by the class. Term project: direct a one-act play. Upper division students only. (Spring) 367 Stage Direction I1 In-depth analysis and practice in directing types of plays: serious, comic, experimental, mkrsical. Term project: direct a one-act or excerpt from a longer play. (Prereq.: 366 or consent of instructor. Spring) 399 Internship (Consult faculty in area of emphasis.) 4 2 8 Technical Production 11 Advanced construction and problem-solving techniques in costume, scenery, and/or lighting. (Prereq.: 228 or consent of instructor. Lab fee. Alternate years, Fall) 429 Stage Design 11 Advanced design projects based on Stage Design I course material. Introduction to costume design. (Prereq.: 229 or consent of instructor. Alternate years, Spring) 432 Advanced Acting This course explores the elements of characterization through character analysis and extensive scene study. Emphasis is on a variety of roles from the classics, including Shakespeare, French Neoclassicism, Restoration Comedy, Realism and Ron-Realism, Epic and the Absurd. 499 Independent Study in Drama Individual projects in oral interpretation and theatre. Transdisciplinary Major Students wishing to develop their own mqjor by combining appropriate portions of two mqjors may consider the Transdisciplinary Mqjor. The Transdisciplinary Mqjor enables students to respond to a particular career interest. While such an individually developed mqjor may satisfy the particular interests of a student, broad mqjors may not be suitable for those wishing to pursue graduate study or preprofessional programs in some academic fields. Students wishing to develop a Transdisciplinary Mqjor are to observe the following: A. The mqjor program should include at least two-thirds of the courses re- quired in the normal mqjor programs of two mqjor fields offered at the college: 6. The student should design and sign a contract for such a mqjor prior to the end of his or her sophomore year (contract forms are available in the Office of the Registrar). C. The contract must be approved by the student's adviser and by the Faculty Committee on Student Standing. Women's and Minority Studies (INS) Faculty: Priscilla Buffalohead, Grace Dyrud, Ronald Libertus, Winston Minor, James Porter, Bonnie Wallace The Women's and Minority Studies Program consists of several interdisciplinary courses which fill the Urban Concerns, or Women's Studies, or Minority Studies requirement. There are courses in several other departments which also focus on women and which also fulfill that requirement. Although no mqjor or minor is offered, there is a certificate program in women's studies. Certificate in Women's Studies: Individually planned program with a minimum of 6 courses oriented towards women's perspectives: 3 courses from the social sciences (including history); 1-2 courses from humanities (literature, religion, art, music, philosophy); 1-2 other courses such a s biology, trans- or inter-disciplinary courses, independent study, directed study, etc. Courses may be taken from the ACTC colleges a s well a s Augsburg. See Winston Minor or Bonnie Wallace for further details. See also WWAS under Metro-Urban Studies No. IV. 226 Asian and Asian-American Women in Public Life in the 20th Century (See under Department of History) 231 Rellglon in Afrfcan-AmedcanHlstory An examination of selected topics 1 elated to the black experience, e.g. Afr i ~ a nbaclqrounds, religion utldcr slavery, evangelicalism. Meets one reliqlnn requirement or thc IJrhan Concerns, Women's and Minority Studies requirement. 232 Blacks in America: An Introduction to African-AmericanStudies An interdisciplinary course providing an overvtew of Lhe major Issues related to the Black experience in terms of Lhe Family, education, religion, art, economics and politics. It is designed lo heighlen the student's consciousness regarding the African rrtcntinns in Rlaclc culture, Lhe evolution of Black culture and the impact of K l d ~ l ccuILurc on Ainerican society. 233 Womtnr Across-Culturat Perspective 'I his course will examinc a varirty ot issues concemlng the biological. evolr~tinnaryand historical orlglns olwnmen's roles and status In human society, Emphasis will be placed on Lhe cornparalive roles o l women in difrerent cultures. This camllarison will inclllde such Morth Amerlcan models as 111~Nava-]~,OJiI>wc, and Iroquois. Arrican modcIs such as the Pygmies and other trlbal gmups, and the peasan1 soclelies oC eastem Europe, Mexico, and the 1nlclr2leEasl and rural China. Offered periodically through C1iR ancl the Ainerican Indian Program olflce. 260 ContemporaryAmerican Indians The situation of Indians in the United States since the Indian Reorganization Act (1934) with an emphasis upon current issues, e.g. tribal sovereignty, treaty rights, and erlucation. Examples of the persistence of religious/cultural traditions anlong selected lndlan Lrlbcs today. 265 Women in American Culture Through a discussion of works by women historians and selections from women's J o ~ ~ r n a lspeeches. s, articles, short stories. poems. pla s and ollwr aeslliclic rres tions, the class will collectively assess the pos8ion of black and white wornen In American culture From the founcling of Ll?e cob ortles t o Lhc present. Cnntribuiions b y Indlan women, Chicanasand other "i~wisibIc"women rninoritics will he inclr~cted. 'ma : Caley say iIn Augsburg College Board o f R e g e n t s The year in parentheses after each name is the expiration date of current term. Chair Donald R. Grangaard Secretary: Charles W. Amason Vice Chair: The Reverend Hams W. Lee Treasurer: Darrell J. Egertson The Hon. Pamela Q. Alexander (1990) Judge, Municipal Court, Minneapolis, MN Charles W. Amason. J.D. (1988) Attorney, Head and Truhn, Minneapolis, MN Paul B. Batalden, M.D. (1990) Vice President for Medical Care, Hospital Corp. of America, Nashville, TN w e l l Bergh (1990) President, Borton Volvo, Inc., Minneapolis, MN Nancy Bottemiller (1992) Homemaker, Wadena, MN 56482 Rodney P. Bunvell(1988) Chairman, Xerxes Corporation, Minneapolis, MN H. David Dalquist, I11 (1990) President, Northland Aluminum Products, Inc., St. Louis Park, MN Darrell J. Egertson (1988) Executive Vice President of Corporate Development, Apache Corp., Minneapolis, MN Julian P. Foss (1990) Retired Businessman, Mesa, AZ Donald R. Grangaard, J.D. (1990) First Bank System, Inc., Minneapolis, M N Richard R. Green (1992) Superintendent, Minneapolis Public Schools, Minneapolis, MN Raymond A. arinde (1990) Partner, Klohn Design, Inc., St. Paul, M N Carolyn T. Groves (1990) Administrator, S. J. Groves and Sons Company, Minneapolis, MN Elling B. Halvorson (1990) Chairman of the Board, Halvorson Osbome Construction Co., Kirkland, WA Lawrence 0. Hauge (1988) Chairman, Suburban National Bank, Eden Prairie, MN Catherine E. Johnson (1990) Homemaker, Minneapolis, MN George 0. Johnson. Ph.D. (1990) Associate Professor & Director, Hospital & Health Care Admin., Minneapolis, MN Harris W. Lee, D. Min. (1988) Senior Pastor, Lutheran Church of the Good Shepherd, Minneapolis, M N Mr. Gary H. Lohn (1988) Control Data Business Advisors, ~ a n k a t oMN , Mildred I. Mueller, Ph.D. (1990) Director of Education Statistics, MN Dept, of Education, St. Paul, MN Mr. Louls E. Navin (1990) Vice President & Chief Financial and Administrative Officer, Honeywell, Inc., Minneapolis, MN Rev. Maynard L. Nelson (1990) Senior Pastor, Calvary Lutheran Church, Minneapolis, MN Ms. Roselyn J. Nordaune, J.D. (1988) Partner, Nodland, Conn, Nordaune, & Perlman, St. Louis Park, MN Mr. Howard E. Olson (1990) Executive Director, Lyngblomsten Foundation, St. Paul, M N Mr. Donald a. Oren (1988) President, Dart Transit Company, St. Paul, M N Mr. Harvey M. Peterson (1990) President, Catco Company, St. Paul, MN Mrs. Inez M. Schwarzkopf (1988) Writer, Minneapolis, M N Gladys I. Strommen (1990) Homemaker, St. Paul, M N Merton P. Strommen (1996) Founder, Search Institute, Minneapolis, MN Leland N. Sundet (1990) Chairman 61 Chief Executive OWcer, Century Manufacturing Co., Bloomington, MN David L. Swanson (1990) Vice President, Grudem Brothers Co., St. Paul, MN Stanley W. Thiele (1992) Senior Vice President, Administrative Services, 3M, St. Paul, MN William A. Urseth (1992) Chief Executive Officer, U.S. Communications, Minneapolis, MN Board for College and University Services The ~merican Lutheran Church David L. A n d e r s o n , Minneapolis, Minnesota R o b e r t B o r g w a r d t . Madison, Wisconsin Sylvia B o s s e , Saginaw, Michigan Erwin H. G o l d e n s t e i n , Lincoln, Nebraska Marilyn H e m s t a d . Olympia, Washington D o r i s H o l m a n , Los Angeles, California G u s t a v K o p k a , Jr., East Lansing, Michigan H a m l e t P e t e r s o n , Rochester, Minnesota R u t h Vogel, Seguin, Texas Administration - OFRce of the President .......................................................................... Charles S. Anderson .......................... Carolyn S. Magnuson ..................... . . ................................................. David T. Wold ........................................... A n C. 0,Halvorson President Executive Secretary t o t h e President College Pastor Director of Church Relations Academic AfFairs .... ............................ Vice President for Academic Affairs a n d Dean of t h e College Ryan A. LaHurd Lois M. Nielsen Executive Secretary t o t h e Academic Dean Associate Dean of t h e College a n d Director of Special , cia A. Parker Programs Director, Weeltend Co!lege Richard J. Thoni Sharon A. Stein Operations Manager, Weekend College Registrar J o h n A. Hill Donna D. McLean Assistant Registrar R a l p h W, Balley Recorder Frlstitulional Research Analyst Robert W,Clyde Hcatl Llbrilrlan M a r g a r e t Anderson Brian P. Hackney Director, Aadio.VTgua1 Center W. Willston Minor Minority Cnarclinator (Black Student Affairs) Minority Coordinator (American Indian Support Program) Bonnie A. Wallace Donald R. Gustafson Interim Director Director, Internatkana1Programs Mary A Kingsley Bradley P. Holt Internatio~islStudent Adviser Norman C. Noonan Director, Faculty Development Director, Cooperative Education G a n y W. Hesser ...................... .........,......,.. ................................................... ........................ . ....... .............................................. ................................................................ .............,,.,,.............,.,,,......... .................................................. ..................................... ................................................. .......................... .... ................................................... ......................................... ..................... . . . ...................... ............................................ .............................................. Development and College Relations ...........J e a n n e L. Narum .......................... Curtis J. Tilleraas ...................................................... T h o m a s I. Benson ................... ...... ......................Jeroy C. Carlson ......................Victoria J, Hoshal .................................~+... . . . .Douglas J. A d a m ................... .............Jeffrey Swenson ............................................Mary A d a m s Forsberg ........................ .......................................... Kay 1. Cady ........................ Morgan K. Brooke ....................... . . . ........J o h n Bruemmer Vice President for Development a n d College Relations Executive Secretary t o t h e Vice President Director, Planned Giving Senior Development Officer Director, Corporate a n d Foundation Relations Development Officer ., Director, Alumni/Parent Relations Director, College Relations Director, Publications Publication Specialist Development Officer/Annual Fund Finance and Management ....................... ....................................................... ........ ............................................................. ................................................................ ............................................................................ ....................... ....................................................... .................................. .............................................. .............................................. ...................................... ........................................................... ................................................................. Vice President for Finance and Management Wayne D. Pederson Executive Secretary to the Vice President Assistant Vice President for Student Financial Services Herald A. Johnson Financial Aid Counselor Karen D. Plom Director, Personnel Sandra Jacobson Controller Laurie J. Johnson Director, Administrative Computer Center Daniel R. Cruikshank Manager, College Center Mildred A. Nelson Manager, central Services Charles E. Christopherson Director, PurchasindBook Store Robert P. Gores Director, SAGA ( ~ o g Services) d Robert Ollerman Director, Plant Services James Weninger Supervisor, Maintenance Robin A. Curtis Manager, Ice Arena J a m e s J. Carey Student Affairs and Admissions .......... .......................... ....................... . . ........................ ................. ............................................. .............. ....................... ........................... ....................................... ..................................................... ................... ....... ............ .......................................... ................. ...... .................... .............................................. ........................................ ................................................................... Vice President of Student AtTairs and Dean of Students William R. Rosser Executive Secretary to the Vice President Dorothy M. Gauger Associate Dean of Students James B. Grubs Co-directors, Counseling Nancy G. Medcraft, Joan W. Slater - Services Director, Academic Enrichment Donald M. Warren Director, Career Plannina and Placement Tina M. Waaner Coordinator, OfFcampu&tudent Employment .Lois A. Olson Director, Student Life and Housing Linda K. Schrempp-Alberg Director, Student Activities L i s a L. Woodruff Coordinator, Urness Tower Ava J. Young Coordinator, Mortensen Tower Sue J. Hohenstein Director, Admissions ..... C a r o l A. Stack Assistant Director, Admissions Eric L. Anderson Assistant Director, Admissions Scott C. Stensrud Assistant Director, Admissions Jeannette M. Wittmer Admissions Recruiter Sally Daniels - Emeriti Oscar A. Anderson President Emeritus. B.A., St. Olaf College: B.D., Luther Theological Seminary; L.L.D., Concordia College, Moorhead. Courtland Agre Professor Emeritus of Chemistry. Ph.D., University of Minnesota. Ernest W. Anderson Professor Emeritus of Health and Physical Education. Valeria Baltina Assistant Professor Emerita of Foreign Languages. Magister d e r Philosophia, University of Latvia. Carl Chdslock Professor of History. B.A., Augsburg College: M.A., Ph.D., University of Minnesota. L. Gracia Christensen Assistant Professor Emerita of English. Ailene Cole Professor of Theatre Arts/Speech. B.A., G u s t a w s Adolphus College; M.A., Ph.D., University of Minnesota. K. Berner Dahlen Associate Professor Emeritus of English. M.S. University of Minnesota. Edgar E. Eklof Emeritus of Music. M.M. Manhattan Music School. Theodore J. Hanwlck Professor Emeritus of Physics. Ph.D., New York University. Katherine Hennig Artist in Residence Emerita. M.A., University of Minnesota. Einar 0. Johnson Professor Emeritus of Education. Ph.D., University of Washington. Bernhardt J. Kleven Professor Emeritus of History. Ph.D., University of Minnesota. Lorraine K. Livingston Associate Professor Emerita of English. M.A., University of Minnesota. Martha J. Mattson Associate Professor Emerita of Education. M.A., University of Minnesota. Fdor C. Nelson Associate Professor Emeritus of Physical Education. M.Ed., University of Minnesota. Anne Pederson Professor Emerita of English. M.A., University of Minnesota. LaVonne J. Peterson Associate Professor Emerita of Health and Physical Education. M.Ed., University of Minnesota. Martin Quanbeck Professor Emeritus of Education. Ph.D., University of Minnesota. Leland B. Sateren Professor Emeritus of Music. L.H.D., Gettysburg College: D. Mus., Lakeland College. Paul T. Steen Professor Emeritus of Sociology. Ph.D., University of Minnesota. Joel S. Torstenson Professor Emeritus of Sociology. Ph.D., University of Minnesota. Teaching Faculty ,. Correct as of April 30,1986. (beginning year of service on faculty in parenthesis) Charles S. Anderson (1976).President. B.A., St. Olaf College; M.A., University o f Wisconsin; B,Th., Luther Theological Seminary; Ph.D., Union Theological Seminary, New York. Ryan A. LaHurd (1985).Vice President for Academic Affairs and Dean o f the College. B.A., Mt. Carmel College: M.A., University o f Chicago; Ph.D., University o f WisconsinMadison. Ruth L. Aaskov (1960). Associate Professor of Foreign Languages. B.A., Augsburg College: M.A.. Middlebury College: Ph.D., University of Wisconsin. Lori J. Abrams (1985). Assistant Professor, part-time, Speech, Weekend College. B.A., University of California, Santa Barbara; M.A., Speech Communication, University of Minnesota. Robert W. Adney (1979). Studio Artist/Percussion, part-time. B.A., University of Minnesota. Roger E. Allerson (1981). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. b r l R. Alton (1960). Professor and Department Chairperson of Chemistry. B.A., St. Olaf College: M.S., Ph.D., University of Michigan. Mark T. Ambroz (1986). Lecturer, part-time, and Theater Arts. B.A., University o f Minnesota, Duluth. Lyla Mae Anderegg (1959). Associate Professor, part-time, Psychology. B.A., University of Minnesota; M.A., Northwestern University. Barbara Andersen (1969). Associate Professor and Department Chairperson of English. B.A., Morthwestern College; M.A., Northwestern University. Kristin M. Anderson (1984). Instructor, part-time, Art. A.B., Oberlin College. Margaret J. Anderson (1967). Associate Professor, Head Librarian. B.S., M.A., University of Minnesota. Raymond E. Anderson (1949). Professor of Speech, Communication and Theatre. B.S., M.A., Ph.D., University of Minnesota. Lucie Arbuthnot (1986). Lecturer in Interdisciplinary Studies, part-time, Weekend College. B.A., Connecticut College For Women; M.A., University of Chicago; M.A., New York University. Marjorie Audette (1986). Lecturer, part-time, Nursing. 6,s.. Marquette University: M.A., University of Iowa. . Kenneth C. Bailey (1965). Professor of Philosophy. B.A., St. Olaf College; M.A., Ph.D., University of Minnesota. Deborah Bart (1980). Instructor, part-time, Speech, Weekend College. B.A., M.A., University of Minnesota. Catherine Bakken (1985). Lecturer, part-time, Psychology. B.A., Concordia College; M.A., University of North Dakota; M.A., United Theological Seminary; M. Div., Luther-Northwestern Seminary. Joe Bash (1983). Lecturer, part-time, Religion, Weekend College. John E. Benson (1963). Professor of Religion. B.A., Augsburg College; B.D., Luther Theological Seminary: M.A., Ph.D., Columbia University. James E. Billings (1970). Lecturer, part-time, Business Administration and Economics, B.A., Michigan State University; M.A., University of Minnesota. Cynthia Blaha (1983). Instructor, part-time, Physics. B.S., University of Minnesota. Vern M. Bloom (1971). Director of CHR Program and College of the 3rd Age. B.A., M.S.W., University of Minnesota. Lynn Bollman (1983). Lecturer, part-time, Art. B.A., Augsburg College; M.A., University of Northern Colorado: M.F.A., University of Minnesota. Julie H. Bolton (1975). Assistant Professor and Department Chairperson of Speech, Communication and Theater. B.S., M.F.A., University of Minnesota. David W. Boots (1982). Instructor in Health and Physical Education. B.A., Augsburg College; M.Ed., University of Minnesota. Richard Borstad (1977). Assistant Professor and Department Chairperson of Health and Physical Education. B.A., M.A., Ph.D., University of Minnesota. Michael Brand (1979). Studio Artistprumpet, part-time. B.S., M.F.A., University of Minnesota. James E. Brown (1985). ACTC part-time lnstructor in Russian. B.S.. University of Michigan; M.A., Ph.D., University of Wisconsin. Maria Brown (1980). Assistant Professor in Social Work. B.A., M.A., American University; M.S.W., University of Minnesota. (Part-time internship, 1986-87) Laine Bryce (1978). Studio Artist/Bassoon, part-time. B.A., University of Minnesota. Priscilla K. Buffalohead (1983). Lecturer, part-time, CHR Program and Women's and Minority Studies. B.A., M.S., University of Wisconsin-Madison. Diane F. Busico (1986). Assistant Professor of Business Administration and Economics. B.S., Youngstown State University; M.B.A,, Kent State University. C. John Cerrito (1983). Assistant Professor in Business Administration and Economics. B.A., Rhode Island College; MS., University of Wisconsin-Stout. Francine Chakolis (1983). Visiting Lecturer, part-time, Social Work. B.S., Augsburg College: M.S.W., University of Minnesota. RosalieV. Clark (1979). Assistant Professor, part-time, Social Work. B.A.S., M.S.W., University of Minnesota. James Cleary (1986) Lecturer, part-time, Psychology, Weekend College. B.A., University of Wisconsin-Eau Claire: M.A., Ph.D., Western Michigan University. Robert W. Clyde (1967). Associate Professor of Sociology, Institutional Research Analyst. B.A., Coe College; M.A., Rockford College; Ph.D., University of Iowa. Lawrence E. Copes (1980). Assistant Professor and Department Chairperson of Mathematics/Computer Science. B.A., Illinois Wesleyan University; M.A., Ph.D., Syracuse University. John Cosgrove (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., University of Minnesota. Larry Crockett (1985). Assistant Professor of Mathematics/Computer Science. B.A., M.A., Pacific Lutheran University: M. Div., Luther Theological Seminary. Wayne A. Dalton (1984). Studio Artistpoice, part-time. B.A., University of Redlands; M. Th., Ph.D., School of Theology at Claremont. Beverly C. Durkee (1965). Professor of Mathematics/Computer Science. B.A., B.S.L., B.S.Ed., M.A., University of Minnesota: Ph.D., Arizona State University. Grace 6. Dyrud (1962). Professor of Psychology. B.A., M.A., Ph.D. University of Minnesota. Mark J. Engebretson (1976). Associate Professor and Department Chairperson of Physics. B.A., Luther College: M. Div., Luther Theological Seminary; M.S., Ph.D., University of Minnesota. Kenneth N. Erickson (1970). Professor of Physics. B.A., Augsburg College: MS., Michigan State University: Ph.D., Colorado State University. - - - - - Sheldon P. Fardig (1962). Associate Professor of Education. B.A., Carleton College; M.M., Ph.D., Northwestern University. Norman B. Ferguson (1972). Associate Professor of Psychology. B.A., Franklin and Marshall College: M.S., Ph.D., University o f Wisconsin. Larry L. Fleming (1979). Associate Professor of Music. B.M., Concordia College: M.A., M.B.A., Ph.D., University of Minnesota. Marilyn Pearson Florian (1980), Instructor in Health and Physical Education. B.A., Augsburg College: M.A., St. Cloud State University. Henry G. Follingstad (1962). Associate Professor of Mathematics/Computer Science. B.E.E., M.S., University of Minnesota. Stephanie C. Franz (1984). Lecturer, part-time, Physics, Weekend College. LA,, Augsburg College: M.S., University of Minnesota. Robert Mederichsen (1971). Assistant Professor, part-time, Art. B.A., Bethel College: M.A., Pennsylvania State University. Mark L. Fuehrer (1969). Associate Professor and Department Chairperson of Philosophy. B.A., College of St. Thomas; M.A., Ph.D., University of Minnesota. Stephen M. Gabrielsen (1963). Associate Professor of Music. B.A., Augsburg College; M.A., University of Minnesota. Jeny Gerasimo (1971). Professor of Sociology. B.A., Lake Forest College: M.A., Ph.D., University o f Chicago. Thomas G. Gilkey (1979). Assistant Professor of Music. B,M., DePauw University, Orloue N. Gisselquist (1956). Associate Professor, part-time, History. B.A., M.A., Ph.D., University of Minnesota. Gerald Glatzmaier (1986). Lecturer, part-time, Business Administration and Economics. B.A., St. Cloud State University; M.A., University of Minnesota: M.A., Northeastern University. Joseph R. Goldman (1986). Visiting Assistant Professor of Political Science. B,A., M.A., Ph.D., University of Minnesota: Ph.D. University of Kansas. Paul H. Grauer (1979). Assistant Professor, part-time, Health and Physical Education. B.S., Concordia College, Nebraska; M.Ed., University of Nebraska; M.A., University of Minnesota. Joan L. Griffin (1986). Assistant Professor of English. A.B., Washington University: M.A., Ph.D., Harvard University. Satya P. Gupta (1976). Associate Professor o f Business Administration and Economics, B.S., M.S,, Agra University, India; M.S., Ph.D., Southern Illinois University. Donald R. Gustafson (1961). Professor of History, Interim Director. B.A., Gustavus Adolphus College; M.A., Ph.D., University of Wisconsin. Arlin E. Gyberg (1974). Professor of Chemistry. B.S., Mankato State University; Ph.D., University of Minnesota. Brian P. Hackney (1983). Assistant Professor, Director of Audio-Visual Center. B.A., University of Wisconsin-Eau Claire: M.A., University of Wisconsin-Stout. C. Lea Ha11 (1986). Visiting Assistant Professor, part-time, Political Science. B.A.. Macalester College: M.M.T., Antioch-New England Graduate School: M.A., Ph.D., University of Pennsylvania. Paul P. Halvorson (1985). Lecturer, part-time, Business Administration and Economics. B.A., Augsburg College; M.A., The American University. Leif E, Hansen (1961). Associate Professor of Foreign Languages. B.A., Concordia College, Moor head; M.A., University of Minnesota. Jay Hanson (1986). Lecturer, part-time, Business Administration, Weekend College. BOA.,University of Minnesota; M. Div. Virginia Theological Seminary. Nilda K. Hedblom (1971). Professor of Political Science. B.A., Macalester College; M.A., Ph.D., University of Minnesota. (Part-time leave, 1986-87) Robert S. Herforth (1966). Professor of Biology. B.A., Wartburg College: M.S., Ph.D., University o f Nebraska. Edwina L. Hertzberg (1977). Associate Professor of Social Work. B.A., Cedar Crest College; M.S.W., University of Minnesota. Richard C. Herzog (1984). Assistant Professor of Business Administration and Economics. B.S., Washington University; M.B.A., St. Louis University. Garry W. Hesser (1977). ksodnte Prnressor of Sociology, Director of Metro-Urban Studies, Director of Cooperative Edl~catlonFmgram, R.A.. Phillips University; M.Div., Union Theological Seminary; M.A., Ph.D., University of Fotre Dame. (On leave Interim and Spring, 1987) Paul T. Hirdman (1985). Assistant Professor and Department Chairperson of Psychology. A.A., WaldorfJunior College: B.A., Augsburg College; M. Div., Luther Theological Seminary; M.A., Ph.D., University of North Dakota. Norman D. Holen (1964). Professor of Art. B.A., Concordia College, Moorhead; M.F.A., University of Iowa. Bradley P. Holt (1981). Associate Professor of Religion and International Student Adviser. B.A., Augsburg College; B.D., Luther Theological Seminary; M. Phil., Ph.D., Yale University. John R. Holum (1957). Professor of Chemistry. B.A., St. Olaf College; Ph.D., University of Minnesota. (On leave 1986-87) Khin Khin Jensen (1955-56,1959). Professor of History, Director of East and Southeast Asian Studies. B.A.. Rangoon University, Burma: M.A., Bucknell University; Ph.D., University of Wisconsin. Barbara E. D. Johnson (1985). Lecturer, part-time, Sociology. B.S., Gustavus Adolphus College; M.S., University of Minnesota. Carla Johnson (1984). Lecturer, part-time, Philosophy. B.A., Bethel College. Duane E. Johnson (1968). Professor of Psychology. A.A., North Park College; B.A., Huron College; B.A., University of Minnesota; M.E.,South Dakota State University; Ph.D., University of Minnesota. James D. Johnson (1969). Associate Professor of Music. B.A., University of Minnesota; MS., Juilliard School of Music. Mary E. Johnson (1962). Associate Professor, part-time, Foreign Languages. B.A., Smith College; M.A., Columbia University; M.A., University of Minnesota. Amin Kader (1974). Associate Professor and Department Chairperson of Business Administration and Economics. B.Comm., University of Cairo, Egypt: M.B.A., University of Michigan. Jane Kammerman (1986). Lecturer, part-time, Business Administration and Economics. B.A., University of California: J.D., University of Minnesota. Robert Karldn (1973). Professor and Department Chairperson of Music. B.M., New England Conservatoly: M.A., University of Minnesota. Mary A. Kingsley (1965). Associate Professor and Department Chairperson of Foreign Languages, and Director of International Programs. B,A., St. Olaf College: M.A., Middlebury College. Judith A. Kirk (1986). Lecturer, part-time, Speech, Communication, Theater. B.S., Indiana University. Merilee I. Klemp (1980). Studio ArtistIOboe, part-time. B.A., Augsburg College. Alvin L. IUoppen (1976). Assistant Professor of Health and Physical Education. B.S., Augustana College: M.A., University of South Dakota. Boyd N. Koehler (1967). Associate Professor, Librarian. B.A., Moorhead State College: M.A., University of Minnesota. Angela Wyatt Kretschmar (1981). Studio Artist/Clarinet, part-time. B.A., St. Olaf College. Edith V. Kromer (1983). Librarian, part-time, Weekend College. B.A., Hamline University: M.A., University of Minnesota. Roy H. LaFayette (1972). Lecturer, part-time, Business Administration and Economics. B.S.B., University of Minnesota. R. McFall Lamm. Jr. (1985). Lecturer, part-time, Business Administration and Economics. B.A., M.A., North Carolina State University: Ph.D., Virginia Polytechnic Institute and State University. Roberta K. Lammers (1975). Associate Professor of Biology. B.S., lowa State University: MS.. Ph.D., University of Minnesota. Nicholas A. Lenz (1980). Studio Artistpoice, part-time. B.A., Southwest State University: M.F.A., University of Minnesota. Ronald 1. Libertus (1985). Lecturer, part-time, CHR Program and Women and Minority Studies. B.A., University of Minnesota: M.A., Windham College. Cynthia Dunbar Lohman (1985). Studio Artistpoice, part-time. B.A., M.M., University o f Minnesota. Paul W. Lohman (1981). Director o f Chorale, part-time. B.A., Augsburg College; M.F.A., University of Minnesota. Steven Lund (1983). Studio Artistprombone, part-time. B.S., University of Minnesota. Mary Ellen Lundsten (1977). Lecturer, part-time, Political Science. B.A., Smith College; M.A., Johns Hopkins School of Advanced International Studies: Ph.D., University of Minnesota. M. Richard S. Marken (1974). Associate Professor of Psychology. B.A., University of California, Los Angeles: Ph.D., University of California, Santa Barbara. (On leave 1986-87) Karen M. Mateer (1984). Assistant Professor, Librarian. B.S., University of South Dakota: M.A., University of lowa. Jerie McArthur (1983), Instructor in Speech, Weekend College. B.A., Macalester College: M.A., Ph.D., University of Minnesota. Dan McNamara (1984). Lecturer, part-time, Business Administration, Weekend College. BSIE, University of Dayton: M.S., Ph.D., University of Wisconsin. Marie 0. McNeff (1968). Associate Professor of Education. B.S., M.Ed., Ed.D., University of Me. braska. Roberta Kagin Metzler (1974).Assistant Professor of Music. B.A., Park College; 8. Music Ed., M. Music Ed., University of Kansas. (On leave Fall 1986 and Interim 1987) Erwin D. Mickelberg (1956). Professor of Biology. B.A., Augsburg College: M.A., University of Minnesota. Kathryn S. Mlckelson (1985). Visiting Lecturer, part-time, Music. B.S., Augsburg College; M.M.T., Southern Methodist University. Jan Miner (1984). Lecturer, part-time, Speech/Communication, Weekend College. B.A., Lycoming College; M.A., Bowling Green State University. Winston Minor (1983). Minority Coordinator (Black Student Affairs). B.A., M.A., University of Minnesota. John R. Mitchell (1968).Associate Professor of English. B.A., Malyville College: M.A., University o f Tennessee. Thomas Morgan (1983). Assistant Professor of Business Administration and Economics. BS., Juniata College; M.B.A,, University of Denver; MS., University of Oregon. Elizabeth Proctor Murphy (1984). Studio Artist/Cello, part-time. B.A., Cleveland Institute of Music. Gordon L. Nelson (1967). Professor and Department Chairperson of Sociology. B.A., M.A., University of Minnesota; B.D., Luther Theological Seminary; M.A., Ph.D., University of Chicago. Richard C. Nelson (1968).Professor and Department Chairperson of History. B.A., University of Nebraska: M.A. Ph.D., University of Minnesota. Catherine Christie Nicholl(1973).Associate Professor, part-time, English. B.A., Hope College; M.A., University of Michigan; Ph.D., University of Minnesota. Beverly J, Nilsson (1977).Associate Professor and Department Chairperson of Nursing B.Sl., M.S., University of Minnesota. Norma C. Noonan (1966). Professor of Political Science, Director of Faculty Development. B.A., University of Pennsylvania: M,A., Ph.D., Indiana University, Patricia Nortwen (1985). Studio Artistpiano, part-time. B.A., B.S., M.A., University of Minnesota. Mohammed Nouri (1982). Instructor, part-time, Business Administration and Economics, Weekend College. Diplome, Ecole Centrale de Paris: M.S., University of Minnesota. - Celeste M. O'Brien (1975). Studio Artistpiano, part-time. B.A., Hamline University. Sandra L. Olmsted (1979). Instructor in Chemistry. B.A., Augsburg College: MS., University of Wisconsin-Madison. Trudi A. Osnes (1984).Assistant Professor and Department Chairperson of Education. B.A., Anderson College; M.S., City University of New York; Ed.D., Ball State University. Ronald G. Palosaari (1965). Professor of English. B.A., Bethel College; 8. Div., Bethel Seminary; M.A., Ph.D., University of Minnesota. Gary A. Parker (1983). Instructor in Speech, Communication and Theater. B.A., M.A., University of California-Davis. Marlene J. Pauley (1983). Studio Artist/Clarinet, part-time. B,A., St. Olaf College: M.M., Michigan State University. Lauretta E. Pelton (1970).Associate Professor, part-time, Education. B.A., Briar Cliff College: M.Ed., Marquette University. Paul render (1985). Lecturer, part-time, Business Administration, Weekend College. B.A., M.B.A,, University of Wisconsin. Douglas D. Perry (1976).Assistant Professor, part-time, Social Work. B.A., M.S.W., University of Minnesota. Curtis Peter (1983). Lecturer, part-time, Religion. B.A., Wartburg College: M. Div., WartburgTheological Seminaty. Noel J. Petit (1984). Associate Professor of Mathematics/Computer Science. B.A., St. Olaf College: M.S., Ph.D., University of Minnesota. Joyce Pfaff (1966). Assistant Professor of Health and Physical Education and Director of Women's Athletics. B.A., Augsburg College; M.M., University o f Minnesota. Diane L. Pike (1981). Assistant Professor of Sociology. A.B., Connecticut College: Ph.D., Yale Universi ty. Stephen H. Pinsky (1983). Lecturer, part-time, Religion. B.A., Franklin and Marshall College: B.H.L., M.H.L., Hebrew Union College. Richard A. Ploetz (1983). Lecturer, part-time, Business Administration and Economics, Weekend College. B.A., St. Olaf College; M.A., Colorado State University. Shirley Polejewski (1985). Lecturer, part-time, Business Administration, Weekend College. B.S., College of Great Falls: M.A.C., Utah State: Ph.D., University of Minnesota. Craig L. Polsfuss (1985). Lecturer, part-time, Psychology. B.A., Macalester College; M.A., U.S. International University: M.S.W., University of Minnesota. James Porter (1980). Visiting Lecturer in Religion. B.A., University of Missouri-Kansas City: M.A,T., Converse College: B.Th., B. Div., Teamer, Religious and Educational Enterprises, Inc.: Hon. L.L.D., Cuyahoga College. Philip A. Quanbeck (1957). Professor and Department Chairperson (Fall 1986) of Religion. B.A., Augsburg College: B.D., Augsburg Theological Seminaty: M.Th., Ph.D., Princeton Theological Seminary. (On leave Interim and Spring 1987) Larry C. Ragland (1985). Associate Professor of Mathematics/Computer Science. B.S., M.A., Central Missouri State College: Ph.D., University of Texas at Austin. Bruce R. Reichenbach (1968). Professor of Philosophy. B.A., Wheaton College: M.A., Ph.D., Northwestern University. Gunta Rozentals (1965). Associate Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Edward M. Sabella (1961). Professor of Business Administration and Economics. B.S., University of Rhode Island: Ph.D., University of Minnesota. Pauline Sateren (1974). Lecturer, part-time, Music Education. B.A., Northwestern College: M.M.M., University of Colorado. Edwin J. Saugestad (1959). Associate Professor o f Health and Physical Education and Director o f Men's Athletics. B.A., Augsburg College, M.A., University of Minnesota. Mark T. Schelske (1984). Lecturer, part-time, Education. B.A., Carleton University; M.A., College of St. Thomas; M.A., University of Minnesota. Milo A. Schield (1985). Assistant Professor of Business Administration and Economics. B.S., Iowa State University: M.S., University of Illinois; Ph.D., Rice University. Majorie H. Sibley (1961). Associate Professor, Librarian, part-time. B.A., M.A., University of Minnesota. Eugene M. Skibbe (1964). Professor and Department Chairperson (Interim and Spring 1987) of Religion. B.A., St. Olaf College: B.Th., Luther Theological Seminaty; Th.D., University of Heidelberg, Germany. Dana W. Skoglund (1978). Studio Artist/Piano, part-time. B.M., Augsburg College. Emma W. Small (1978). Studio ArtistJVoice, part-time. B.M., M.M., Eastman School of Music. Stanley H. Solnick (1984). Assistant Professor of Business Administration and Economics. B.A., M.B.A., University of Northern Colorado. Paul G. Sonnack (1954). Lecturer, part-time, Religion. B.A., Augsburg College; C.T., B.Th., Augsburg Seminary; M.A., University of Chicago. Donald 6.Steinmetz (1968).Professor of Foreign Languages. B.A., M.A., Ph.D., University of Minnesota. Myles Stenshoel(1965).Professor and Department Chairperson of Political Science. B.A., Concordia College, Moorhead: Concordia Theological Seminary; M.A., Ph.D., University of Colorado. Stuart M. Stoller (1986). Lecturer, part-time, Business Administration and Economics, Weekend College. B.S., MS., Long Island University. Daniel Sturm (1979). Studio Artist/Classical Guitar. B.A., University of Minnesota. Grace 6. Sulerud (1966).Associate Professor, Librarian. B.A., Augsburg College: M.A., University of Minnesota. Ralph L. Sulerud (1964). Professor of Biology. B.A., Concordia College, Moorhead: MS., Ph.D., University of Nebraska. Kathryn Swanson (1985).Assistant Professor of English. B.A,, St. Olaf College: M.A,, University of Minnesota. Philip J. Thompson (1959). Professor and Department Chairperson of Art, B.A., Concordia College, Moorhead: M.F.A., University of Iowa. Neal 0. Thorpe (1967). Professor and Department Chairperson of Biology. B.A., Augsburg College: Ph.D., University of Wisconsin. David Tubergen (1980). Assistant Professor, part-time, Music. B.A., Hope College: M.M., Yale University: Ph.D., New York Universlty. Donald N. Warren (1978). Lecturer, part-time, lntro to Liberal Arts. B.A., M.A., University of Minnesota. Charles R. Williams (1984). Visiting Lecturer, part-time, Social Work. B.A., North Carolina Central University: M.S.W., University of Minnesota. Nary Louise Williams (1978: 1984). Instructor and Department Chairperson of Social Work. B.F.A., M.S.W., University of Pennsylvania. Dorothy J. Williamson (1970). Instructor, part-time, Art Education. B.A., Asbury College; M.A., University of Minnesota. Mary E. Wilson (1969). Studio Artist/Flute, part-time. B.A., B.M., Nacalester College. Helen A. Woelfel (1978).Assistant Professor of Nursing. B.S., St. Louis University: M.S., Marquette University. Academic Calendar FALL 1986 .................................................M. Sep 1 ................................................Sa. Sep 6 ........................................ S u Sep 7 ............................................................ M. Sep 8 Labor Day recess Upperclass validation Freshmen registration Classes begin Last day to register. add a class. drop a class without notation on record. or move upperflower division course to upper division Mid-term break Last day to designate grading option or move upperflower division course to lower division Interim registration Spring term pre-registration Last day to withdraw from a class Thanksgivingrecess begins Classes resume Classes end .................................F. Final examinations begin Final examinations end Flnal grades due and lncompletes due from spring and summer '86 ..................... ...................F. Sep 19 ................. ....... . . . ...................F. Oct 24 . ........................................... F.Oct 31 ...................................................M. Nov 3 .F. Nov 7 ...................................M. Nov 17 .F. Dec 5 ........................... .F.Nov 21 .......................................Th. Nov 27 .................... . ............................M. Dec 1 .................... . . . Dec 12 ..........................................M. Dec 15 .........................................Th. Dec 18 .................................................M. Dec 29 Interim 1987 ............................................................ Classes begin M. Jan 5 Last day to register. add a class. drop a class without notation on record. or move upperflower division course to .................Jan ... 6 upper division Last day to designate grading option or move upperflower division course to lower division M. Jan 19 Last day to withdraw from a class W. Jan 21 Classes end F. Jan 30 Interim grades due F. Feb 6 .................................... ..................................................... .............................. ............................................................... ................................................... Spring 1987 ....Tu.Feb 3 ....................... . . . . ........................................................... W. Feb 4 Validation of registration Classes begin Last day to register. add a class. drop a class without notation on record. or move upperllower division course to upper division Mid-term break begins Classes resume Last day to designate grading option car move upperllower division course to lower division Easter break begins Classes resume Last day to withdraw from a class Early registration for fall Classes end Final examinations begin Final examinations end Baccalaureate Commencement Final grades due and lncompletes due from fa11 '86and Interim '87 ................................................. ....Tu.Feb 17 ................. S a. Mar 21 .................................................... M. Mar 30 .................................................... F. Apr 3 ...................... .....................F. Apr 17 ........ .,....,........,.M Apr 20 ........................ . ..............................F. Apr 24 ..... .......M. Apr 2 7F. May .................... . . . - 8 ........................... ........... J. May 15 ................... . . .................M. May 18 ......................................... . T h May 21 ............................................... Su. May 24 ................... . . . . .. W. May 27 Summer School 1987 .......................................................................M. Jun IT.Jun 26 ........................... . ....................................M. Jun 29.F. Aug 7 Term 1 Term 11 Upperclass validation and Freshmen registration Classesbegin Labor Day recess Last day to register. add a class. drop a class without notation on record. or move upperllower division course to to upper division Mid-term break Last day to designate grading option or move u .~ ~. e.r l l o wdivision er course to lower division Interim registration Spring term pre-registration Last day to withdraw from a class Thanksgiving recess begins Classes resume Classes end Final examinations begin Final examinations end Final grades due and Incompletes due from spring and summer '87 .....................................Tu.Sep 1 .................... . ............................ ..W. Sep 2 .......................................................M. Sep 7 .................................................W.Sep 16 ................................... .............F. Oct 23 .....................................................F. Oct 30 .......................................... M. Nov 2 .F. Nov 6 ................................... .M.Nov 16 .F. Dec 4 ..............................W. Nov 25 ......................................Th. Nov 26 .........................................................M. Nov30 ...............................................................F. Dec 11 .......................................... M. Dec 1 4 .............................................Th. Dec 17 ........................................... M. Dec28
Show less
- Title
- Augsburg College Interim Catalog, 1988
- Collection
- Course Catalogs
- Search Result
-
AUGSBURG
COLLEGE
INTERIM
................. 2
Calendar .................... 3
Introduction
About this Catalog
............3
.....................
Courses .....................
Options
3
5
Introduction to Interim
Interim is an integral part of the school year at Augsburg College.
The ...
Show more AUGSBURG COLLEGE INTERIM ................. 2 Calendar .................... 3 Introduction About this Catalog ............3 ..................... Courses ..................... Options 3 5 Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4-1-4 calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. There will be no summer Interim in 1988. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-course load during Fall and Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/No Credit basis. A few Interim courses are graded only on the P/N system; this is indicated in the course description. Some courses are offered with either upper or lower division standing. Such Interim courses have two numbers listed and the student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard. To graduate, an Augsburg student is required to complete 35 courses of which at least three must be Interim courses (or one Interim less than the number of years of full-time enrollment at Augsburg; e.g., a transfer enrolled full time for two years is required to complete one Interim for graduation). It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. For More Information Interim Office (Memorial 230) Interim Secretary, Kay Thomsen at 330-1025 Interim Director, Dr. Don Gustafson, at 330-1192 (Memorial 114b) Interim Calendar 1988 ...................... .................... .......................... November 2-6 .Interim Registration December 7 .Late Interim Registration January4 .First Day of Interim Class I 9 a.m. Class I1 1 p.m. January5 .Last Day for Cancel/Add January18 .Last Day for Determining Grading System with Registrar January20 ... .Last Day for Withdrawing from Full Courses January29 .Interim Ends February 2 .Validation of Spring Class Registration February 3 .Spring Semester Begins ..................... . ............................... ........ ...................... The number and length of class meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8 a.m. to Noon (On the first day of classes Time I classes will begin at 9 a.m.) Time 11: 1p.m. to 5 p.m. Note: Martin Luther King Day will be observed at Augsburg with a special convocation on Monday, January 18, at one o'clock. About this Catalog The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the college for Interim credit. Further descriptions and information about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the Lifetime Sports listed at the end of the Catalog. Options International Interims - Students are invited to be part of one of the 26 international interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships - Students electing an internship must present a completed internship learning contract to the Internship Office (Memorial 230) no later than Tuesday, November 24. Contract forms are available in the same office. - Independent or Directed Study Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent or directed study per interim. Students choosing to pursue independent or directed study must: 1.Meet departmental requirements. 2. Present to the Registrar for approval a copy of the proposed study plan approved by the supervising faculty member. This proposal must be submitted at least one week before registration and no later than December 4. Appropriate study proposal forms can be obtained in the Interim Office. Interims at Other Schools - Augsburg students may enroll at any other 4-1-4 institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim Office. The Interim Secretary will help students in applying for registration at other schools. Registration for Interims at the other Twin Cities colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the Religion requirement. Visiting Students Augsburg College welcomes students from other 4-14 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $560 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the interim office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. Lourses Art d Li e Drawing A T 247-48001 Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings with a variety of media for varying lengths of time. The poses will extend from three minutes to an hour. You will be introduced to the 2B and 4B pencils, colored pencils and the felt tip pen. Fee: $30 due the first day of class Distribution: Art-Music Time: I Room: Old Main 17 J PlantsUand Civilization BIO 102-48002 Instructor: Erwin Mickelberg A study of the profound influence of plants on mankind's economic, cultural and political history, as well as the steps that civilization has taken to improve chosen plants for use. Some plant anatomy and physiology will be discussed. Academic evaluation will be based on course exams. Distribution: Biology-Chemistry Time: I1 Room: Science 205 1 Biological Evolution BIO 107-48003 Instructor: Ralph Sulerud That organisms have evolved and, accordingly, all creatures are biologically related are probably the most significant conclusions which biology has contributed to human knowledge. The anti-evolutionist arguments of the "scientific creationist" will be investigated in this course. However, to the vast majority of biologists evolution is accepted as a fact, and the evidence in its support will be examined. Biologists do not agree concerning the mechanisms and pace of evolution. Indeed, theories as to these matters have evolved and continue to do so. Much of the course will involve historical study of evolutionary thought from preDarwinian times to the present. Finally, we will address the course of evolution from the origin of life itself to the origin of human life. There will be a variety of readings, and classes will consist of lectures and discussions. Grading will be based primarily on quizzes and tests. Prerequisite: High School biology Distribution: Biology-Chemistry Time: I Room: Science 212 Business H Business Ethics: The Social Responsibility o Business f; B S 270-48004 Instructor: Dick Herzog In this course we will focus on the responsibilities of business to society and consider problems that businesses and business people face in a world of competing value systems. We will explore the moral foundations of capitalism and the use of reason to study systematically business conduct and behavior. Topics will include discrimination/affirmative action, truth in advertising, insider information, corporate take overs and green mail, multinational corporations and so on. There will be lectures, discussions and probably some guests. Students will write and defend in class two essays on assigned topics. There will be a final examination. Prerequisite: Ethics recommended Time: I1 Room: Old Main 21 Management Simulation Games BUS 278-48071/378-48072 Instructor: Amin Kader During this course, students will be grouped into teams to play a computerized business management exercise. Each team will control a company which manufactures and sells similar products. Each team will attempt to outperform other teams by selecting what appears to be the optimal operating strategy. This strategy will involve setting production volume, marketing expenditures, and selling prices and determining plant and securities investments as well as stockholders dividends. Students registering for upper division credit will be expected to have had at least one business course and to be able to apply business concepts learned. The lower division credit is designed for students who are interested in business but who have had no academic business training. This level will require students to rely on systematic and deductive analysis which will allow students to discover for themselves the relationship between the various component parts of the business decision. The lower version of the computerized game will be used for this group. Prerequisite: For 378 - BUS 242 or 252, BUS 221 or 331 and ECO 112 or permission of instructor Room: Psych 3 Time: I1 " Chemistry ' fur Changing Times CHE 100-48005 Instructor: Arlin Gyberg This is a non-laboratory chemistry course based on the very popular book by John W. Hill of the same title. It is not a traditional chemistry course and does not assume a science background. Basic science and math are introduced early and are taught as needed for understanding the various topics and implications. The course does assume the student is interested in and concerned about the relationship of chemistry to life and living. Chemistry has been intimately a part of liberal education for centuries. The early scientists were considered to be philosophers and their societies were philosophical societies. In recent decades the human seeking of personal independence has led to chemistry becoming a part of everyday life to the point of actual dependence on chemistry. We live in a world of pesticides, fertilizers, plastics, "the pill", food additives and processed foods, vitamin supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental disorders can often be traced to chemical imbalance. The common dragged out, grumpy feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is the result of a complex system of altered body chemistry. Even learning appears to be the result of chemical reaction to form a "memory molecule". Most of the problems we face are molecular in nature. What then but chemistry can better help us to understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. This course will be offered in a lecture/discussion format. Films will supplement the lecture/discussion periods. Daily quizzes will be used for evaluation. This course meets a distribution need but does not satisfy prerequisites for Chemistry 106 or 116. Distribution: Biology-Chemistry Time: I1 Room: Science 315 Chemistry in Health CHE 120-48006 Instructor: John Holum This course will progress from a study of basic principles of chemistry (with emphasis on acid-base equilibria) to a study of the chemical reactions by which our bodies manage the transport of oxygen and waste carbon dioxide in the chemistry of cellular respiration. We shall study several situations in which this chemistry goes awry - drug overdoses, overbreathing at high altitudes, emphysema, diabetes, hysterics, and pulmonary diseases. There will be some attention to the nature of chemistry in particular and science in general. Average of four two-hour lectures per week with demonstrations; evaluations by hour examinations and a final. This course meets distribution but does not count toward a chemistry major or minor. Distribution: Biology-Chemistry Time: I Room: Science 315 History of Chemistry CHE 125-48061 Instructor: Jean C. Kung This course seeks to outline the influence of history on the discovery of the elements. Ancient peoples discovered and used a few elements setting the prologue for chemistry. We will examine the discoveries of the elements, their utility and the development of chemistry from ancient concepts to alchemy to the powerful modern science of today. The course grade will be based primarily upon a term paper. Distribution: Biology-Chemistry Time: I Room: Science 319 Computer Science f7 ~ort;an CSC 270-48007 Instructor: Larry Ragland A study of the FORTRAN programming language for students with some previous knowledge of programming. This course will expand a student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. This course will involve lectures and programming assignments in FORTRAN. Evaluation will be based on the programming assignments and examinations. Prerequisite: One course with a study of a computer language (e.g. CSC 170 or MAT 175) Time: I1 Room: Science 112 Economics Economics of Urban Issues ECO 110-48008 Instructor: Ed Sabella Study of economic implications of many problems facing a metro-urban environment. Some of the topics to be discussed are: Population "Crisis", Crime Prevention, Ecology and Income Distribution; Distributing Free Bread; Mass Transit Systems, etc. Fundamental microeconomic tools are introduced to facilitate discussion of the above mentioned topics. (This is a basic course designed for those students who do not plan to major in Economics or Business Administration. It does not apply toward an Economics major or minor.) Distribution: Either Economics-Political Science or Urban Concerns Time: I1 Room: Library 1 Planned Economies (Soviet Union, Yu oslavia, India) 8 EC 495-48009 Instructor: Satya Gupta Students will study the evolution, objectives and performance of the present day economies of the Soviet Union, Yugoslavia and India under different systems of management. Students should be able to conceptualize and appreciate the differences in approach and solutions of economic problems of these countries. Grades will be based on three tests and one research paper. Prerequisites: ECO 112 or 113 (or consent of instructor) Time: I1 Room: Old Main 13 Education Student Teaching EDS 481-48010;EDE 481-48014 EDS 482-48011;EDE 482-48015 EDS 483-48012;EDE 483-48016 EDS 484-48013;EDE 484-48017 Instructors: Marie McNeff, Ann Fleener, Vicki Olson Observing and directing learning under supervision of college and secondary school personnel. This is a full day experience in a school. Grading is P/N only. Prerequisites: Acceptance in Education Program and permission of instructor. fke Once and Future King: Arthur Through the Ages ENG 130-48018/ENG 430-48025 Instructor: Joan Griffin "Hic jacet Arthurus Rex quondam rexque futurus (Here lies King Arthur, the once and future king)." These words, legend says, are engraved on the tomb of the greatest king who ever lived, Arthur of Britain. But another tradition says that Arthur never died. Instead, he was taken to the magical island of Avalon after he was wounded in his last battle. There he will remain until the world has need of a leader as great as he. In fact Arthur has returned again and again in myth, legend, poetry, novels, and films. Arthur (and Arthurian themes) have appeared in the works of great writers like T.S. Eliot and James Joyce. But he's appeared just as often on the best seller lists (in novels by Mary Stewart, for example), on the stage (Camelot) and in the movies (Excalibur). King Arthur is as compelling a figure in modern imagination as he was in medieval literature. Why7 Who is this Arthur7 Who was he in his own time, and what has he become throughout the centuries7 Our quest for the meaning of King Arthur will take us from medieval to modern times. We will look at classics like Sir Thomas Malory's Le Morta D'Arthur, and Alfred, Lord Tennyson's Idylls of the King. We will also look at more popular works like T.H. White's Once and Future King and movies like Monty Python and the Holy Grail and Excalibur. Evaluation will be based on a number of short papers, contributions to class discussion, and an exam. Students enrolling for upper division credit will also be asked to lead a class discussion and write a long paper based on additional readings. Prerequisites: ENG 111Effective Writing (or consent of instructor) Time: I1 Room: Old Main 16 Rock 'N' Roll: Lyric, Metaphor, Lore ENG 355-48019 Instructor: John Mitchell Devotees of rock and roll music tend neither to listen to the lyrics nor to understand them when they do, probably by preference. This course will examine the language of rock and roll, emphasizing figures of speech and other poetic techniques (metaphor, irony, etc.) and their thematic implications. Feature films, ranging from Blackboard Jungle to Woodstock to The Wall, will also be examined for their cultural implications and themes. Students will be required to take tests and to write an extended analysis based upon assigned readings and the use of language in the music. A fee will be charged to help pay for film rentals. Prerequisites: ENG Ill-Effective Writing Time: I1 Room: Science 123 Five College Advanced Short Fiction Writing ENG 362-48058 Instructor: Carol Bly This course will focus on writing short stories, but will also include a study of basic fiction theory and the reading of excellent works for use as examples. There will be frequent in-class exercises, short (200 word) homework fiction to write, peer and class critiquing and frequent conferences with the instructor. Small group work will be encouraged. We will explore sophisticated means of writing short American literature--with emphasis on generosity of plot, sensuous detail in place and time settings, presentation of characters, brisk and lovely language as well as we can manage. Grades will be based on writing, class participation and evidence of the grasp of advanced literary principles. Prerequisite: One writing course beyond effective writing and permission of Professor John Mitchell Time: 10:OO-12:30 TWRF Room: Hamline University, LC 102 E French Beginning French FRE 111-48057 Instructor: Ruth Aaskov This course aims to develop communication skills of understanding, speaking, reading and writing. Through conversations, classroom practice and readings, this course works toward the discovery of French culture and the French way of life. Distribution: Foreign Language Time: I1 Room: Old Main 25 German Introduction t o Yiddish GER 220-48070 Instructor: Don Steinmetz What do the works of Sholem Aleichem (which inspired "Fiddler on the Roof"), Issac Singer (Nobel Prize for Literature), and several other great writers have in common7 They were written in Yiddish. How did expressions like "chuspe," "shnook," "klutz," "kitch," "schmaltz," and "shitik" get into English? Again, the answer is Yiddish. Yiddish is closely related to German and in this interim you can learn to read Yiddish as well as you can read German. Grades will be based on performance and at least two tests. dia NLL 4 d ~ 1rrL ri~~,a Prerequisite: One year of college German or permission of instructor Time: I Room: Old Main 12 Health and Phwsical Education II Recreational Rhythms and Activities PE 232-48022 Instructor: Mary Manderfeld Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a 1/2credit course. Time: I1 Mondays, Wednesdays, and alternate Fridays Room: Melby H Sailing in the Virgin Islands HPE 455-48023 Instructor: Joyce Pfaff This course is designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will focus on taking the student to a competent level of sailboat handling (anchoring, mooring, helming and crewing). The student will live aboard a 39 foot fixed keel sailboat with five other people and will function as an active member of the crew. Actual on the water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Evaluation will be based on performance as a crew member as well as a written final exam. Prerequisite: Instructor's permission Distribution: Lifetime sport Beiltg H14man INS 18848063 Instructor: Bruce Reichenbach What is it to be a human being? We will first raise questions about the extent of our knowledge, about the meaning of life, and about values. Secondly, we will explore how individuals are related to their society. We will analyze, among other things, the nature and purpose of education and the role of the individual in the state. Finally, we will focus on the impact which contemporary developments in artificial intelligence have on how we view ourselves. The course will emphasize reading original sources from various historical periods, and frequent written interaction with those readings. Several short papers plus written preparation for small group discussions will be expected. Prerequisite: Freshmen only Distribution: Urban Time: I Room: Music 24 Images of America: From Wilderness Forest to Urban Sprawl EVE INS 188-48064 Instructor: Ron Palosaari When Europeans first settled in America they found themselves in a wilderness they hoped to transform into a garden. We modern Americans find ourselves in an increasingly urbanized environment and want simultaneously to transform the city to make it more liveable and also to flee the city and escape its problems by going back to nature. In this course we will study some works of literature and other texts that will help us understand how we got our attitudes toward city and country. We will consider the Greek development of the idea of the city, move on to the Hebrew and Christian conceptions of the ideal society and then study some of the development of American ideas about country and city. Students will be expected to develop a personal statement of their attitudes towards the rural and the urban. Students will write three papers and take a final examination. We will take a field trip or two and have several guest speakers. Texts: L. Mumford, The City in History, selections I Plato, The Republic, selection Bible, selections Augustine, The City of God, selections R.W.Emerson, "Nature" H.D. Thoreau, "Waldenff,selections N. Hawthorne, "My Kinsman Major Molineaux" E.A. Poe, "The Man of the Crowd" S . Crane, Maggie J. Baldwin, Go Tell It On the Mountain J.C. Oates, Them Prerequisite: Freshmen only Distribution: Urban Time: I Room: Music 23 Leadership in the City flz/E INS 188-48065 Instructor: Richard Nelson It has often been observed that leadership cannot be taught. While that is probably true, it is definitely true that leaders and leadership can be profitably studied. In this course we will study leadership within the context of the city. Through readings, discussion, and lectures we will view the ancient and modern city and selected problems within urban culture which require the development of various types of leaders and styles of leadership. During the first two weeks of class we will read from texts and view films which will provide us with background material, and since all events are rooted in time, much of this material will be historical in nature. The third week of the course will be devoted to time spent observing the city. Each student will visit with a leader in our metropolitan community whom you will interview in order to gain primary data about his or her role as a leader. In addition, you will work in teams to view the life of the city and formulate questions and observations about the nature of our metropolitan area. In the final week of the class we will reserve time for individual and team reports to be given in class. During the course you will write four short papers (3-4 pages), prepare oral reports based on your week in the city, and write three short exams. Each component, the short papers, the oral reports, and the short exams will comprise 30% of your final grade. Your participation in discussions will count 10% of your final grade. Prerequisite: Freshmen only Distribution: Urban Time: I Room: Old Main 16 1 H Urban Theatre and Art 11v,C INS 188-48065 4 Instructor: Julie Bolton The Twin Cities is among the three largest theatre centers nationally. In this seminar we will use current local productions as a laboratory for our exploration of meaning in drama and theories of drama (expectations and needs of the audience, the nature of the dynamic process which is related between the actor and audience, and the differentiation between the play and the production). Play productions which were available in 1987 were Shakespeare's As You Like It, Chekhov's Uncle Vanya, Ping Chong's Nosferatu, and David Hare's A Map of the World among others. The seminar will focus on the themes: city/rural, artificial/ real, technology and civilization/nature, sin and darkness/ healing and restoration. We will use as background material classical humanistic texts: Job, Plato's The Republic, Shakespeare's Macbeth, Adam's The Dynamo and the Virgin and Lewis Mumford's City in History. Three productions will be viewed on which three 3-5 page critical reviews will be written and shared with the group as a basis for discussions. Research problems will require library use. Play productions will be supported by visits to art museums. There will be a fee for play admissions. Prerequisite: Freshmen only Distribution: Urban Time: I Room: Old Main 11 Interdisciplinary Externship: e ink in^ ducati ion and the World of Work INS 299-486% Instructors: Garry Hesser and Lois Olson Learn from your experiences. Discover new ways to learn by observing, collaborating, and reflecting on your experiences. The externship is a modified internship consisting of a halftime placement and active participation in a seminar that meets twice a week. Each student will be assisted in the process of securing an unpaid placement where s/he can obtain valuable first hand experience in the world of work. The course is designed to achieve two major objectives: 1) to enable students to observe and experience the relationships between the worlds of work and the classroom; and 2) to expand the students' abilities to learn from first hand experience. Each participant will observe and work approximately 20 hours per week in a placement which matches his/her major or career interests. The seminar will meet twice a week for approximately two hours. Evaluation will be based upon the overall quality of participation, supervisor assessment, critical incident analysis, journal/log and seminar participation. Participants will complete a resume by November 24 and secure a placement before the end of Fall classes (December 11). Prerequisites: Permission of instructor and placement secured by December ll. Women, Men and the Bible INS 181-48027 Instructor: Bev Stratton Who are the women of the Bible7 How have women been involved in or neglected by the Jewish and Christian faiths through the centuries7 How have other religions dealt with gender issues7 What does the Bible say about the roles and relationships of women and men in the family and in the church7 How do our images of God and our language effect our beliefs7 When must masculine pronouns be retained in Biblical translation, and when is inclusive language appropriate? How do our religious understandings of the roles of women and men impact our actions in society? We will explore these and other questions through extensive reading and class discussions. Our focus will be on the Judeo-Christian tradition, but we will also consider other religions, modern reactions to patriarchy, and inclusive language for worship. Evaluation will be based on class discussions, quizzes, short papers, exams, and a project. Prerequisites: An open mind Distribution: urban/women/minority Time: I Room: Old Main 13 Politics and Process in Education INS 183-48053 Instructor: Norm Ferguson Ever wondered about the advantages and disadvantages of the formal education you are experiencing? How have the educational methods you have been exposed to shaped your view of yourself and the world7 The objectives of this course are to examine the processes used today in American education (from elementary school through college) and to evaluate them from a variety of social science perspectives (political, psychological, sociological). The content of the courses will include topics such as: cooperative learning, experiential education, individual learning styles, whole-brain learning, social responsibility, and student-teacher interactions. Class time will be devoted mainly to the discussion of topics such as these. Guest speakers will illustrate some of the alternative approaches to education being used currently in the Twin Cities. Evaluation will be based on: (a) class participation and (b) two papers or one paper and one class presentation. Prerequisites: Consent of instructor Time: I Room: Psych 2 The Rabbi and the Robot: Human Value in the Computer Age INS 185-38029 Instructor: Larry Crockett This course will explore how human beings should be understood in an age of robots, intricate computers, and artificial intelligence. Using film, non-fiction, and fiction, we will examine these questions: Are human beings in some sense machines7 Is it conceivable that smart machines might in some sense be persons? What does the JudeoChristian tradition have to say about such questions7 Students will be asked to write one essay each week and to write one exam consisting of multiple choice and essay items. Prerequisites: A computer science, psychology or philosophy course Time: I Room: Old Main 21 Cultural and Political Realities in Jordan, Israel, the West Bank and Egypt INS 262-480 Instructors: Joel Mugge and Gary Olson Students will visit Jordan, Israel, the West Bank and Egypt to examine historical, cultural, socio-economic and political factors in interaction. The course will include readings, lectures and field experiences designed to illuminate life in the Moslem, Jewish and Christian communities and to increase understanding of the political and social dynamics which have engendered conflict in the region. Participants will meet with people and organizations representing the countries' many political and religious viewpoints. The group will also travel to key historical sites such as Jerusalem's Old City and Cairo's pyramids. Trip leaders will be Moravian College political science professor Gary Olson and Joel Mugge, Director of the Center for Global Education at Augsburg College. Approximate cost will be $1800 from Minneapolis, including all transportation, accommodations, tours and meals with an itinerary extending from January 7 through January 24. Grading will be on a P/N basis only and evaluation will be based on a journal integrating experiences with assigned readings and on participation in a global perspectives forum during the spring term. Interested students must register first with the Center for Global Studies by October 30. Mathematics Shaping Up MAT 151-48056 Instructor: Bev Durkee A look at two and three dimensional geometric shapes by drawing or building models and by considering the mathematical structure of the patterns of their symmetries (rotations, reflections, etc.) through transferational geometry. The course should be helpful to those in elementary education or other nonscience majors interested in visual patterns. Assignments will be required. Course examinations at midterm and final. Prerequisite: Level 3 on Mathematics Placement Test Distribution: Mathematics-Physics Time: I Room: Science 112 H Math of Interest MAT 173-48062 Instructor: Ken Kaminsky Have you ever wondered why women have been charged more than men for annuities and received lower pension benefits than men? Or why women have paid less than men for life insurance? Or how life insurance premiums are calculated? Or how installment loan payments are figured out? Or how much money to invest in order to accumulate a certain lump sum or annual payment at a certain date in the future? Then this course may be meant for you. These and other interesting and useful topics in the mathematics of financial transactions will be covered. Evaluation will be based on classroom participation and quizzes. This course should be useful for students in business and economics or for any students interested in careers in finance-related fields. Prerequisites: Group I11 on math placement test or equivalent. Distribution: Mathematics-Physics Time: I1 Room: Old Main 27 H The Logical Game of Mathematics MAT 241-48028 Instructor: Larry Copes Lower-division mathematics students generally play only games of calculation and concepts. But DOING mathematics as professionals requires an ability to prove and disprove conjectures and to write up proofs. The objectives of this course are to help prospective mathematics majors gain or improve those skills, and to get a taste of REAL mathematics before committing themselves to a major. Toward that end there will be daily assignments and weekly exams, including a cumulative final exam. Prerequisite: Completion of Calculus I with 2.0 (C) or better Time: I Room: Science 205 Music E Music Therapy: A Clinical Overview MUS 110-48033 Instructor: Roberta Metzler An introductory course for students planning to major in music therapy. Course will consist of a general overview of the field of music therapy, with visitations to several clinical sites in the area. Evaluation will be based on three tests and field trip reports. Special fee to cover transportation: $15. Time: I1 Room: Music 26 E Improvisation in Music MUS 129-48032 Instructor: Stephen Gabrielsen Improvisation in Music meets every day for three hours, and each student will improvise daily at class meetings, using a variety of improvisational techniques and styles. Prerequisite: Minimal ability on a musical instrument or instructor's permission Time: I1 Room: Music 4 The Electronics of Music MUS 230-48030/MUS 430-48031 Instructor: Robert KarlCn An opportunity for students to explore, experience, and create some of the sounds found in 20th Century music. Through a "hands-on" approach, participants will be involved in: 1. Making multi-track recordings on half-track, quartertrack, and cassette decks through an eight-track mixer. 2. Individually creating, modifying, and mixing sounds from traditional sound sources as well as from analog and computer-controlled synthesizers. The study and application of practical electronic technology used in the production of music today will be combined with aesthetic considerations necessary for the creative aspects of the art. Much of the work in this course will be done in small groups. Lower division students will work with up to four channel-four track recording involving techniques of speed changing, splicing, reversing tape direction and filtering using primarily traditional and non-traditional sound sources. Upper division students will also use electronically synthesized sound sources including computer controlled keyboard, overdubbing and overlaying up to seven tracks. Students must have the use of a portable cassette recorder, and provide themselves with a 7-inch reel of blank recording tape and a blank cassette tape. Prerequisite: Music theory or permission of instructor for upper division status Distribution: Art-Music Time: I1 Room: Music 5 Norwegian Be inning Norwegian g NO 111-48034 Instructor: Nancy Aarsvold Course 111is for students with no previous background in Norwegian. The course aims to develop basic skills in speaking, listening, reading, writing, and cultural understanding, Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. The final grade is derived from daily assignments, ~ u ~ = F s and , a final examination. Distribution: Foreign Language Time: I1 Room: Old Main 29 Nursing Pends and Issues in Nursing NUR 330-48035 Instructor: Terry Welcher This course is intended to give students a broad perspective by introducing current trends and issues in health care and the profession of nursing. Many of the issues are controversial, are relevant to current practice and have potential for far-reaching effects in health care. Students will be graded on group presentations, written examinations and field trip reports. Prerequisite: Registered Nurse Time: I Room: Old Main 23 Philosophy Readings in Mystical Literature: The Western Padition PHI 390-48036 Instructor: Mark Fuehrer The object of this course is to analyze the principles of the various forms of mystical experience based on discussions of selected mystical texts that are considered as basic (classic) in forming Western spirituality. Topics include: ecstatic experience, purgation of the senses, mysticism and the feminine, mysticism and poetry. Evaluation will be by short papers and final examination. This course meets the Humanities major requirement of a perspectives course. Time: I Room: Memorial 323 Philosophy of Science PHI 365-48037 Instructor: Kenneth Bailey Sometimes it is said that we live in the Age of Science. What does that mean? In what sense(s) might such a statement be said to be true or false? Is it really true that only science can say something meaningful about Reality? Are there any limits to scientific method? For example, what does science have to say about values? These and other questions about scientific methods, scientific knowledge, and the applications for science to human life will be examined. (Is your future written in the stars?) Primarily a discussion course. Grades will be based upon a mid-term and a final examination; course participation; and an individual study project. Prerequisites: Suggested prior courses: PHI 130 (Logic)and one course in natural science Distribution: History-Philosophy Time: I1 Room: Old Main 11 Phusics ~&oduction to Weather PHY 106-48040 Instructor: Noel Petit A study of the science of meteorology which will provide a working knowledge of the principles of atmospheric science. Attention will be given to four basic areas observing the weather changes and understanding the world's climate. Related topics to be included are: hydrology (study of the earth's water cycle), pollution, economic effects of the weather, and weather's impact on world events. This course is designed to be an elective or satisfy the Mathematics-Physics distribution requirement for the liberal arts student. The course will have two weeks of class lecture and laboratory followed by a two-week trip through the Southeast United States visiting major weather facilities. The itinerary will include stops at Kansas City, Missouri; Oklahoma City, Oklahoma; Vicksburg and Gulfport, Mississippi; Tampa, Miami, Cocoa Beach, Daytona Beach and Gainesville, Florida. At each site there will be a tour and explanatory program for the functions of that facility. Topics of the visits will be severe storms, control of the water in the Mississippi River basin, automated weather observation at sea, television station weather facilities, hurricane tracking, weather satellites, and agricultural weather. During the trip the student will maintain a journal of weather and site visits. Daily weather maps will be created using portable weather satellite reception systems carried on the trip. This trip will not only allow visits of operational weather facilities, but also will allow the student to experience the full range of climates across the US from north to south. Daily quizzes and lectures will be given during the travel. Grades will be based upon the journal, two hourly examinations and an individual project completed during the trip. The cost will be approximately $700. Prerequisite: High School Algebra Distribution: Mathematics-Physics Time: I Room: Science 123 The Physics of Music PHY 112-48038 Instructor: Jeff Johnson This course will examine the physics underlying the experience of music. After developing the essential physics, we will examine string and horn instruments (and possibly others including the human voice) to see how they actually work. The requirements of the course include laboratory exercises and homework assignments. There will also be a final exam in addition to a term paper on the history of the student's favorite musical instrument. Prerequisite: High school algebra Distribution: Mathematics-Physics Time: I Room: Science 30 The Starship Accords PHY 180-48039 Instructor: Mark Engebretson You have been selected to participate in the establishment of the first permanent human settlement outside our solar system. As one of the colonists, it will be your duty during flight to: A. Familiarize yourself with the environment expected in any of the several galactic locations thought to be suitable for colonization. B. Choose the location, design, and level of technology of the new colony. C. Help design a system of governance for the entire community. Assigned readings in science, science fiction, and political theory will form the basis of class discussions and individual and group projects. Evaluation will be based on the above and on two short quizzes. Distribution: Mathematics-Physics Time: I Room: Library 1 Po Iitical Science II Patterns of Change in the Middle East POL 268-38068/468-48069 Instructor: Mary Ellen Lundsten The objectives of this course are to go behind the headlines and achieve deeper understanding of the issues facing policy makers in the Middle East today and to make use of theoretical perspectives from history, comparative politics and international relations while examining Middle East political life. Lectures and class reading will explore the long heritage of Islam in the area as well as the impact of Western power and political concepts. How ideas and social movements confront each other amidst rapid technological and social change will be studied. Students will also analyze the complex policy choices facing outside powers with interests in the region. All students will read an introductory text and select from recent specialized studies on six societies: Iran, Israel, Egypt, Lebanon, Saudi Arabia, and the Palestinians. All students will give oral critiques of two books from the set of specialized studies and will write a final essay on political aspects of two countries. Additional class meetings will be held to discuss readings on the comparative method and selected Middle East political topics as treated in an additional text required for upper division credit. Upper division students will critique methodology as well as the information and stylistic approach of the books presented in classroom critiques. An additional final essay applying comparative theory to two Middle East countries will be required for upper division students. Prerequisites: None for lower division; one political science course and sophomore status for upper division Distribution: Economics-Political Science Time: I1 Room: Old Main 10 H Political Economy POL 459-48041 Instructor: Joseph Goldman This course introduces students to the theoretical and policy questions dealing with political economy; especially how politics and economics interrelate across industrializing and postindustrializing systems. Using history, political science and economics, we will look at the concepts, models, theories and paradigms of national and international development. Issues like the "North-South debate, GNP growth, market expansion, industrialization, capitalization, the arms race and high technological advancement are covered. Students are evaluated on a comprehensive examination and a short (15-20 pp) term paper in the form of a case study or policy study in consultation with the instructor. The examination and a paper are worth each 50% of the total grade. Prerequisites: Preferably course work in political science or economics Distribution: Economics-Political Science Time: I Room: Psych 3 Ps ycilology H Introduction to the World of Psychology PSY 121-48042 Instructor: Paul Hirdman Psychology is more than rats1 It is a world of great breadth, with differing levels of depth. Here you will have the opportunity to explore some of the concepts, data and methods of psychology and gain some understanding and insights from this discipline. Readings, lectures, and special presentations will be utilized involving the instructor and class members. Evaluation will involve class participation, student research presentations and exams. Distribution: Psychology-Sociology Time: I Room: Psychology 4 Idealism and the Adolescent PSY 370-48043 Instructor: Duane Johnson Inquiry into the nature and presence of idealism in the life of the adolescent person. Theoretical bases for such idealism will be considered. Idealism directed toward other persons and society will be the main focus. This course will be conducted as a seminar with a high level of student contribution and participation. Attendance at each class session is required. Procedures will include class discussion, frequent short papers, and frequent oral reports. Each student will be required to seek out and interview persons in the adolescent level of development. Typewriting or equivalent word processing will be required. Students are required to read The Moral Life of Children by Robert Coles before the start of the interim. This book will be available in the Augsburg Bookstore by November 1st. Content of the book will be discussed in the first few class sessions and will provide a base for further learning in the course. This course is offered only on P/N basis. Prerequisites: PSY 105-General Psychology Time: I Room: Old Main 27 The ~ u t h e r a n Heritage REL 345-48044 Instructor: Eugene Skibbe The Lutheran Church is the largest Protestant church in the world. We will not only examine the Lutheran Church as it is at the present time, but also study its origin in the 16th century and its development and cultural influence during 450 years of history. The text by Bergendoff will provide an overview. Lecture and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, missions, philosophy, sociology, and theology. Requirements will include two exams and one short paper. One text costing approximately $12.00 must be purchased in class on the second day. Prerequisites: REL 111or 221 Distribution: Religion (Only one interim course may be used to meet religion requirements) Time: I Room: Old Main 18 The Bible, Language and Interpretation REL 445-48052 Instructor: Philip Quanbeck A study of the use and function of language in the Bible. The importance of recognizing the varied character of language for understanding the biblical text. Grades will be based on class participation, a presentation to the class and an examination. Prerequisites: Senior Honors Student or permission of instructor Distribution: Religion (Only one interim course may be used to meet religion requirements) Time: I Room: Old Main 10 Social Work Ex loring Human Services SJ K 257-48055 Instructor: Francine Chakolis This course offers students the opportunity to explore career aspects of the human services vocations, a valuable tool in selecting a career goal and a college major. Knowledge is gained by working in a professional human service organization or agency; working and talking with human service professionals and others who participate in an organized approach to respond to human needs. This course offers a "hands on" experiential approach to learning. Students will volunteer 20 hours per week under the direction of an agency representative. In addition, students will attend a specific small group seminar 3 hours per week during which agency experiences will be shared and readings discussed. Evaluation will be based on performance in the agency, written subjective summary, brief journal summary, and final exam. Time: I Room: Melby 24 Issues of Hornelessness SWK 339-48051 Edwina Hertzberg The intent of this course is: 1. To expand student's knowledge of homelessness in an historical context; 2. To expand student's knowledge of the reality of homelessness in the Twin Cities; 3. To expand student's understanding of the causative factors which contribute to persons being homeless: economic, employment, personal. 4. To explore possible resolutions of homelessness. Readings, guest lectures, field visits to sites serving homeless people, participant observations and volunteer experience will be utilized to fulfill the above objectives. A semin a r f o r m a t will be used in the classroom f o r discussion/exploration of the topic. Field notes from participant observations, class participation and a research paper exploring one aspect of the topic will form the basis of evaluation. Fee: $30.00 Non-social work majors are particularly invited to enroll in this course. Prerequisites: SOC 111, 121, SWK 257, 361, or consent of instructor Time: I1 Room: Psych 2 H Social Work and Community Services in Great Britain SWK 346-48059 Instructor: Rosemary Link Great Britain is an exciting mixture of ancient and modern - ancient in its culture and modern in its social policies. The course explores social work services with this dual focus. We will visit a variety of community agencies: formal public, private, and natural helping networks in a range of urban and rural settings. In order to experience the nation's culture, we will be invited to English family homes, meet with social work students, attend theatre performances, and visit historic treasures. London is the nerve center for the countrv's resources and we will begin by visiting some of its foremost community institutions such as Great Ormond Street Childrens' Hospital and Toynbee Hall Settlement. With the help of English social work students, we will unravel the post Second World War commitment to universal social policies. These policies have established services available to all citizens in health, education, income maintenance, housing, and personal social services. They also provide the major working turf of the social work profession. As a contrast to the inner city of London, we will visit Exeter and explore the rural and beautiful coastal West Country. In addition to the formal 'public' social work agencies such as Probation and Corrections, we will make contact with informal services and the small, more extended family oriented fishing and farming communities. Throughout the course, there will be an emphasis on understanding current national policies and attitudes through cultural and literary connections. Therefore, visits to the National Theatre, The Houses of Parliament, cathedrals, and ancient community sites such as Oxford are an integral part of recognizing and appreciating the whole community. Culture and history come to life during day excursions through the gentle English countryside to Oxford and Stratford, Warwick and Coventry, Bath and Canterbury. Students will complement their direct experience by reading the British press and current social policy pamphlets, journals, and books. Suggested Readings: A. Kahn and S. Kammerman, Not the Poor Alone; M . Bruce, The Rise o f the Welfare State; l? Barclay, Social Workers: Their Role and Tasks; Charles Dickens, Oliver Twist; any play by G.B.Shaw, and the 'quality press' - The Guardian, The Times, The Telegraph. Student evaluation will be based on a summary of a reflective journal, an agency study, a critique of a current social policy (which includes a comparison with their American experience), and participation in visits and discussions. The comprehensive fee of $1,965 includes air and surface travel, accommodations, six dinners, four theater tickets and a one week London travel pass. Registration for this interim must be made before October 23 in The International Center, Old Main 20. Field Work III SWK 466-48045/SWK 466-48046 Instructor: Maria Brown The objectives of the class are to use supervisory relationship to increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to increase competence in the client contact phase of the problem solving process; to increase student self-awareness in regard to professional practice interests, areas of strength, and areas for personal/professional development; to promote competence in the full process of problem solving, with special emphasis on analysis and resolution stages. Course content will be continuation of Field Work I1 educationally focused field placement in a social service agency. Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in faculty facilitated supportive seminar held on campus. Evaluations will be made in writing by the Field Instructor using previously developed contract and social work evaluation forms. Note: Course is offered for half (466-48045) (15 hours per week) or full (466-48046) (30 hours per week) credit. If for full credit, half of the credit will be based on non-client contact tasks. Prerequisite: SWK 462 (Field Work 11) Time: to be arranged Sociology Racial and Minority Group Relations SOC 265-48047 Instructor: Gordon Nelson This course considers the dimensions of racial and minority group relations. Major attention is focused upon prejudice, racism, and the role of self-understanding. The course is offered only on a P/N basis. Students can expect evaluation to be based on a combination of class participation, written assignments, and/or examinations. Distribution: Urban/Minority Time: I Room: Old Main 25 .- Spanish Evaluating Continental Literature SPA 250-48048 Instructor: Gunta Rozentals The objective of the course is to enable students to discuss continental literature through the use of valid critical tools. It will involve both theory and subsequent evaluation of the reading selections from different points of view. We shall read half a dozen short stories, several plays, one novel and a number of poems. Student evaluation will be based on three written reports, participation in class discussions, and a final exam. This course is designed for foreign language students but anyone with an interest in European continental literature is welcome to enroll. Offered in English. Prerequisites: Sophomore standing or consent of instructor Distribution: English-Speech Time: I Room: Old Main 22 Speech, Communication, Theatre Children's Theater SPC 285-48049 Instructor: Gary Parker Class members will work as an ensemble to create and perform a play for children. Development of the play will emphasize techniques of improvisation. Students will participate both on and off stage as performers (actors, singers, dancers, musicians), production staff (publicity and management), and technical staff (lights, scenery, costumes, and props). Public performances will be scheduled during the final week of class. Grading will be based on the commitment and effectiveness of work on the production, and a written notebook of daily activities and reactions. No theater experience is necessary. Time: 9:30-12:00,1:00-3:00 Room: Stage Two H Television News Production SPC 344-48050 Instructor: Warren Harmon This will be a basic course in television news production taught on location. Students will get practical experience in interviewing, shooting, writing, editing and producing the news. Grades will be based primarily on how well these tasks are performed and on the quality of material produced. Students will work in a newsroom setting, not a television studio. Students should have some previous TV coursework. Check with Julie Bolton in the speech department for further information. Prerequisite: Permission of Department chair, Julie Bolton Time: I Room: Dayton-Hudson Production Studios, St. Paul Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, which offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Mary Kingsley in the International Center, Old Main 20, or from the Interim Office. Registration for these Interims ends October 23, 1987. These courses are offered on P/N basis only and generally carry a lower division number. H Art and Culture in Europe: A Study in Contrasts H Austria, Italy and Eastern Capitals: The Habsburg Heritage H The Bahamas: Women, Health and Healing H Biology and Natural History of the Hawaiian Islands H China: Yesterday, Today, and Tomorrow H Costa Rica: Ecology of Tropical Forests H English Castles and Cathedrals, Cities and Countryside H The English School and Family H Europe and the Rise of Modern Science H France at the Dawn of the XXI Century: Modernity and Tradition H German Language and Culture H The Greek Experience H Hawaii: A Cultural History H Intermediate German: 2000 Years in Trier International Law and Business in a European Environment H The Irish Renaissance H Italy and Malta: Ancient Cultures and Contemporary Problems H London, Paris, Amsterdam: The Legacy of Wealth and Power Mexico: The Old and the New H From Monastery to Manufacturing: The Dawn of Capitalism The Natural History of New Zealand Paris-Dakar: The French-African Connection Social Work and Community Services in Great Britain H The Soviet Union: Church and State After 1000 Years H Theatre in England: Its Texts and Contexts H The Vikings These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the college. Most carry a tuition cost plus other expenses which are the responsibility of the student. They are offered only on a P/N basis. Fuller descriptions and details for registering are available in the Interim Office. Outward Bound HPE 212-48073 Check for information in the Interim Office for material on dog sledding and snowshoeing on the Minnesota-Canadian border or for white water canoeing and desert camping on the Rio Grande in the December 27 through January 17 period. There is a cost of approximately $1,275 (the Outward Bound organization has some scholarships available). Washin on D. C. Interims ? Leaders on eadership: Models for Policy Making POL 398-48073 Law and Society: An Examination of Issues and Principles POL 398-48074 These Interims begin December 28 and continue until January 16. Information on either of the above programs, housing and financial assistance is available from Dr. Milda Hedblom in Memorial 117A. The foSlowing activity is available to students during Interim and srudenks may register for this class as well as for a repsilar course. This activity does not carry official credit, but does meet h e liferime sports requirement for graduation. Students may participate in his class without registering for the course, but will be expected to pay any fees whether or not the student registers for the course. American Karate HPE 002-48067 Instructor: Mike Teitelbaum The form, basic techniques and practical usage of American Karate, caught by a certified Second Degree MKA Black Belt instructor. Fee of $25.00. Distribution: Lifetime Sports Time: 12:OO-1:00M, W,F Room: Melby
Show less
- Title
- Augsburg College Interim Catalog, 2002
- Collection
- Course Catalogs
- Search Result
-
......................2
Options ......................4
Visiting Students ................5
About This Catalog................. 5
Calendar ........................6
Interim Courses ...................7
Lifetime Sports ...................36
Interim Abroad .................. 38
Other Courses ...
Show more ......................2 Options ......................4 Visiting Students ................5 About This Catalog................. 5 Calendar ........................6 Interim Courses ...................7 Lifetime Sports ...................36 Interim Abroad .................. 38 Other Courses ...................39 Introduction Introduction to Interim The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. The College is changing its calendar next year to a 4-4 calendar so January Interim 2002 will be the last opportunity to take an Interim course. Freshmen are required to take an Interim course their first year. All other current students are expected to complete the two interims required for graduation. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change and students should check with the instructor to verify the final costs. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration and will be charged WEC tuition $1321 per course credit and a $25 technology fee. If they do so, they may petition to take an additional 1.0 course credit in Weekend College for winter trimester. Augsburg College, as afirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic andlor school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Betty Wade, afirmative action coordinator, Ofice of Human Resources, CB 79,Augsburg College, 221 1 Riverside Ave., Minneapolis, M N 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <wadeb@augsburg.edu>. Options International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 38. Some courses have early registration deadlines. Internships deadline-Friday, December 7. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent studylresearch or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4- 1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,844 for the Interim course plus a $25 technology fee. Students interested in registering for an Augsburg Interim should write to the Office of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2002 November 13 to December 1 January 3 . . . . . . . . . . Interim registration ..........................First day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4 . . . . . . . . . . . . . . Last . day to register or add a class January 7 . . . . . . . . . . . . . . . . . . . . . . .Last day to drop a class without notation on record January 16 ..................... Last day for determining grading option with registrar January 16 .........Last day for withdrawing from courses January 2 1. . . . . . . . . . . . . Martin Luther King Day-no class January 25. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 29. . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 1 . . . . . . . . . . . . . . . .Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 to 11:45 a.m. (Note:on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15-5:00 p.m. Note: Martin Luther King Day-no class For More Information For more information contact Barbara Pappenfus in the Interim Office at 612-330-1 150. h f e Drawing ART 247-J Instructor: John McCaffrey A study of undraped figures for art students and non-art students. The figures will be depicted with a variety of drawing media. Students will study form, structure, skeletal and surface anatomy, proportion, rendering techniques, and composition. There will be a $45 fee to be paid on the first day of class Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Tme: I Room: Old Main 17 /Topics: Watercolor Painting: Art of the French Table ART 300-J Instructor: Tara Christopherson A !r' Aim What Arles cafe seated Van Gogh on the yellow chair he immortalized? What Provencal traditions produced the inspiration for Cezanne's still life, Fruit Bowl, Glass and Apples? How did the region's pottery and glass artisans influence the dramatically modern Leger and Picasso? The wallpaper in Matisse's tableau, Harmony in Red-did it hang in his studio on the outskirts of Nice? And FragonardProvencal romantice, what perfumes from his native Grasse inspired his flower-filled paintings? In this course, students learn transparent watercolor techniques and experience the art of the French table by painting on location-subject matter, conversation, locations, and traditions that inspired masters. For more information, contact Prof. Tara Christopherson, 612-330-1232. Maximum Enrollment: 15 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman dLm The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about two weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The institute offers laboratory facilities, oceangoing research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, and (4) final exam. Prerequisite for BIO 140: Any one of the following courses or their equivalents-BIO 101, 102,103,113, 114, or consent of instructor. BIO 340:(l)field and laboratory records, (2)personal journal, (3)quizzes at Marine Institute, (4)written report of the research project, and (5)final exam. Prerequisite for BIO 340: BIO 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2,500 (includes airfare, all ground transportation, housing, and meals while at the institute). Contact the instructor for details. Prerequisite: See Above Maximum Enrollment: 12 Time: II Room: Science 225 Rhe Biology of Aging BIO 185-J Instructor: Bob Herforth With the aging of the Baby Boom generation, interest in, and research on, the biological basis of the aging process has taken on an air of urgency, compared with an earlier more leisurely approach. This course surveys functional changes which occur in the body with age and diseases associated with aging, such as osteoporosis, Alzheimer's disease, and cardiovascular disease. The major theories that have been proposed to explain what causes aging will be presented, including findings on the cellular and genetic basis of aging. Attention will also be focused on the results of attempts to slow the aging process in experimental animals and humans. Prerequisite: None Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 /personal Finance BUS 240-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. Evaluation: Quizzes and exams. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Foss 43 Responding to the Challenge of Japan BUS 368-J Instructor: Steven LaFave This course provides an examination of current Japanese business practices using a cultural perspective. A multimedia approach will be employed involving film, television documentaries, radio speeches, and readings from current periodicals in addition to text materials. A seminar model will be used with substantial participation expected on the part of the students. Evaluation will be based on a paper, two 20minute sessions of seminar leadership, class participation, and mid-term and final examinations. This class should be of interest to anyone majoring or minoring in international business or any field of business administration, as well as anyone interested in Japan. Students who cannot attend every class should not enroll in this course. Prerequisite: Junior standing or consent of the instructor Liberal Arts Perspective: Intercultural Awareness I Maximum Enrollment: 25 Time: I Room: Old Main 29 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze Age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used everyday come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle, for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, six quizzes, six reflection papers, six lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: II Room: Science 315 States of Maiter (.50 Credit) CHM 114-J Instructor: Joan Kunz CHM 114 provides an overview of the main states of matter, examining the laws governing the behavior of gases, liquids, solids, colloids, and solutions. The course connects chemical theory and models of matter with real world behavior and application. CHM 114 is a required transitional course for students needing one year of general chemistry who enter at the CHM 105 level and intend to take CHM 116 in the spring. CHM 106 will not be offered in the spring of 2002; all students needing two semesters of general chemistry must take either CHM 1151116 or CHM 10511141116. Prerequisite: CHM 105 Time: I Room: Science 212 Introduction to Computer Science and Communications CSC 160-J Instructor: Charles Sheaffer This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Tune: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Grading will be based on examinations and programming assignments. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: II Room: Sverdrup 202 School and Society EDC 480-J Instructor: Joe Erickson -l'l~iscrmrse will rxanainc. the rr~lcof schools and ducatinn in two cultures: the United States and Nicaragua. Participants will have an opportunity to see how these two contrasting cultures and social systems view the role of schools within their societies. Every system of learning has both opportunities and defects. Those in leadership roles within each system make choices about how to educate. The goal of the course is to enhance participants' understanding of the role of teaching and learning within a society, both in the formal elementary and secondary educational systems and in non-formal educational structures such as adult literacy campaigns. For more information, contact Prof. Joe Erickson, 612-330-1647. Prerequisite: Sophomore-standing education majors & completed PPST & admitted to the education department Liberal Arts Perspective: Social World 1 or 2 Graduation Skill Requirement: Writing (If taken in conjunction with EDC 200.) Time: WEClDay 1 Topics: Live Theatre Here and Abroad: The Best of Two Worllds ENG 282-2 Instructor: Ron Palosaari & Darcey Engen W f/F , ~ I London, an exciting city to visit, has the best live theatre in the world. MinneapolisISt. Paul is one of the best places for drama in America. We will spend 10 days enjoying London theatre, nightlife, and cultural opportunities. Then we will return and study Twin Cities theatre, which has its own strengths. Students will also be assigned several museums and art gallery visits, hear guest speakers that will include directors, actors, and stage managers. Our course will be especially good for those students who want to travel abroad but are looking for a shorter or less expensive trip. Any interested student, however will find this course a rich educational experience. For more information, contact Prof. Ron Palosaari, 612-330-1005, or Prof. Darcey Engen, 612-330-1549. Prerequisite: None Liberal Arts Perspective: Aesthetics Topics: Investigating the Victorian Thriller ENG 282-D ENG 482-D Instructor: Dallas Liddle This course will study the phenomenon in 19-century Britain of the popular novel of suspense, mystery, and terror. From Frankenstein early in the century to Dracula at its end, the nightmares imagined by novelists of Great Britain have continued to interest and horrify readers throughout the 20th century. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860's however, popular novelists including Charles Dickens, Mary Braddon, Eliza Wood, and Wilkie Collins were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes, and the villains (as one reviewer remarked) seemed like people the reader might meet at dinner. Often challenging and sometimes subversive, these novels drew intense public scrutiny by raising issues that the politer genre of domestic fiction could hardly hint at including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life, industrial poverty, and empire. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: II Room: Foss 20 Topics in History: Minnesota History HIS 195-J Instructor: Bill Green This course will cover the early racial, ethnic, political, and economic history of Minnesota, focusing on the Ojibway and Dakota, the explorations of the French and British, the U.S. territorial era, and statehood. We also will look at how European immigration impacted Minnesota, and how the rise of various political movements influenced the governance of the state. Prerequisite: None Maximum Enrollment: 25 Time: I Room: Old Main 23 Dance (men only) (0.5 course credit) HPE 232-M Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I- 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232-W Instructor: Carol Enke Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Maximum Enrollment: 12 Time: I - 1~,118,119,1110,1111,1114,1115,1116 Room: Melby Gym - center court Instructional Materials & Methods in Health Education HPE 390-J Instructor: Eileen Uzarek This course will cover principles and methods of instruction applied to health education(5-12). Emphasis upon teachingllearning strategies and student assessment. Development and delivery of lessonslactivities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver, and assess health education lessons in a "real"c1assroom. Evaluationlgrading is also based upon the completion of a "technology project:' resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 25 Time: I Room: Melby 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff 1'1 e>m Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,500, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN ONLY. Applications may be picked up from the office of Joyce I Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, 612-330-1247; no smoking is allowed; basic swimming skills; Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 27 Paideia Seminars INS 255-J Instructor: Anne Kaufman Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars, and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Old Main 18 Topics: I've Been Working on the Railroad INS 268-J Instructor: Noel Petit An overview of the history, technology, economics, and future of railroading in the United States. Includes visits to rail and transportation facilities here in the Twin Cities as well as a rail trip to Chicago on Amtrak to experience intercity and commuter rail systems. Designed to give the student an understanding of the significance of this hidden part of the U.S. economy. The student will learn how significant Minnesota has been in the development of rail systems where we are going in this growing industry. We will have a special emphasis on the development of the towns of the Midwest. Students will complete four papers (one each week) and present their paper to the class (with multimedia images and videos) each week. Students will critique each presentation. Trip Fee: $300. Note: This fee will be placed on your student account when you register for this course. Prerequisites: Effective Writing English 111 Maximum Enrollment: 25 Liberal Arts Perspective: The City Graduation Skill Requirement: Speaking Time: I Room: Sverdrup 201 Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson & Lynda Olson This course introduces students to the nature of work, and its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self-discovery learning activities, visits to Twin Cities businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options, complete a portfolio of reflections, exercises and selfassessments, and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: II Room: Lindell 16 Native American Storytelling INS 332-J Instructor: Sophia Jacobsen The objective of this course is to study Native American storytelling from a cultural perspective. An appreciation of oral traditions will be emphasized and studied within the broader context of world mythologies. Students will learn how the art of storytelling is integral to story content. Liberal Arts Perspective: Aesthetics or Intercultural Awareness 1 Maximum Enrollment: 25 Time: II Room: Music 23 Topics: The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy INS 495-C Instruclor: Stu Stoller This intensive experience in contemporary Czech culture and society will allow you the opportunity to develop an appreciation for the many diverse cultures that intersect in Central Europe. Students will reflect critically on how their own life experiences have shaped their perspectives in the world, and how this differs from people in other countries. During week one, there will be excursions and field trips that will explore the environs of Olomouc and study the history, culture, art, and architecture of the Czech Republic. Week two will focus on the Czech Republic's recent membership of NATO. Students will study the roots of the divisions of modern Europe, the concerns of the Czech government as it approaches membership in the EU. The final week will concentrate on developing a capitalist enterprise in the excommunist world, looking at how models are succeeding, and how different sectors of Czech society are responding to the changes in social norms and values, which underlie these new economic initiatives. For more information contact Stu Stoller at 612- 330-1772 Applied Algebra MAT 105-J Instructor: Su Doree Concepts of linear, exponential, logarithmic, and other models with an emphasis of applications to the social and natural sciences, business, and everyday life. Prerequisite: Math Placement Group 2 Maximum Enrollment: 25 Time: I Room: Sverdrup 1 I ' Math of lnterest MAT 173-J Instructor: Nick Coult Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Math of lnterest MAT 173-K Instructor: Ken Kaminsky Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 108 I Topics: Sounds and Sights of Europe w M U 5 179-J Instructors: Roberta Kagin & Gabe Gabrielsen d m\,/I ' I ' h i ~cnlirse provides an opl~nrtiir~ity t1-r visit sonw of tlw F Great Eurclpeau c~~ltural ccfilers that ~~rovidcd the impctits f i l l I development of cultural life in the New World. For more information you may call Prof. Roberta Kagin, 612-330-1273. Liberal Art Perspective: Aesthetics Maximum Enrollment: 15 Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: Ned Kantar An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, written assignments, exam, and a group project. For non-music majors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: II Room: Music 3 . Skills of Music Theatre MUS 235-J THR 235-J Instructors: Sonja Thompson & Darcey Engen Music-theater exists in every culture, stemming from the basic human impulse to dance, sing, and express oneself. Come join theatre professor Darcey Engen and music professor Sonja Thompson as we explore this interdisciplinary art form, and assist you in developing your own performance skills. In addition to memorizing, analyzing, and performing your own scene from an opera, operetta, or a musical, you will also be introduced to music-theater from China, Japan, India, and other cultures. The course includes writing and research, class discussion and exercises, improvisation, and small and large group instruction. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December and appropriate material will be assigned. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 30 Time: I Room: Sateren Auditorium Beginning Norwegian I NOR I l l - J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 25 Time: I Room: Old Main 26 The Philosophy of Socrates PHI 231-J Instructor: David Apolloni We shall examine the historical and intellectual background of Socrates and what our sources allow us to say about his person and teachings. We shall clarify and critically examine Socrates' key teachings: that virtue is a form of knowledge and that all virtues are somehow one; that evil is ignorance; whether or not virtue can be taught; that it is impossible for wrong doer to be happy; and that being a citizen requires obedience to the state's laws, even if that means accepting one's own death. There will be take-home written assignments and weekly quizzes. Prerequisite: None Liberal Arts Perspective: Western Heritage Maximum Enrollment: 25 Time: I Room: Old Main 13 Existentialism PHI 370-J Instructor: Bruce Reichenbach We begin with the philosophical background of Existentialism in Kierkegaard, Nietzsche, Husserl, and Heidegger. We then consider what it is to be beings-in-theworld by focusing on central themes such as freedom, absurdity, guilt, despair, paradox, risk, and the presence and absence of God in the philosophical and literary works of individuals like Sartre, Camus, Kafka, Beckett, and deBouvoir. Prerequisite: One prior course in Philosophy Maximum Enrollment: 25 Time: I Room: Music 22 Introduction to Space Science PHY 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: Phy 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Environmental and River Politics POL 241-J Instructor: Joe Underhill-Cady We live and work on the shores of the largest river in North America. It is the reason the Twin Cities are located where they are, and it continues to define the city, as human settlement here in turn has profoundly shaped the river ecosystem. Of late in cities across America there has been "a return to the river," and in this class we will be doing the same. The river stands as a remarkable symbol for the community, of continuity and change, of cycles and transformation, of the power and beauty of the natural world, and there is much to be learned from studying it. Using the Mississippi as the focus, this course looks at the changes in thinking about the relationship between humanity and the natural world, as the relationship has been expressed in literature, law, science, religion, political philosophy, and popular culture. Particular attention will be paid to legal and cultural conceptions of the natural world, including the ideas of property and ownership. We will explore the distinction between wilderness and civilization and the political function of the line dividing those two realms. We will cxplott. the ~bivorlhrt>ughthc cycs and cxpcrienccs c b f those whv have wr-rkerl ancl lived their lives along il, anrl through sitc visits to Incatio~lsalong thc river, speakers in class, nnd on the Internet. S!~tdentswill t~avi.iln opportui~ity to explow thcir own inttresrs in tl~criver through i n d i v i d u a l projects, ranging rrom boat building, lo Inhlying at the Stutc Ct~pital,In rhe vnrinlrs Mississippi Honds, tn river wolcl~yand "green consumerism." There will bc o p p o r t u n i l i e s to work will1 Incrll river-relatctl groups 011 thasc projccts,'~h~.ou~liont thc coursc s ~ t ~ d e nwill t s he encousngctl to drcnm, and to worlc o t ~talcing that vision and ~ i ~ a k i nit gn i.e:~li~y, in building wip port lor n projccr, in netwnrlritls, in hilvinp, palicnce, in fclllnw ing rhrouph, in working hartl, R I I ~ at ! tlir enrl, 11;lving sornr~l~i~ig concrete to show for thtir effilrrs. T11esc pmjcc~s can h~ B j~rtjtntypcfor the f ~ ~ t ~pt ur ~ r s r ~nf i l a vnratiori lo cnntribute lo thc*jrworld in whntcvor wny one is celled to tic1 SO. Liberal Arts Perspective: Social World 1 or 2 Graduation Skill: Critical Thinking Maximum Enrollment: 25 Time: I Room: Old Main 25 Understanding Asian America: The Politics of Identity POL 282-J Instructor: Andrew Aoki This course focuses on Asian Pacific Americans (APAs) and thcir chilnging p o s i l i o n in Amcrican socie~y,Innking a t history ns ~ c l as l contcinpnr:lry ile\~cloymcnls. L l x n ~ i ~ i n c s Elnw hltAs hnvc hccn idcn~ificdhy olliers, ar~rlhow Asian An~cricar~s itlcntify thcrusrlvcs. Will Al+'ir fi~llnwa "'racial" pailern Isii~~ibr to Al'laicnnAmcricarts), or will they follow nn "eihnic" pattern (similar lo I'uropean Arnoricans)? Tc, what cxtcrit rrrill those not nf E u r o p c a n dcqccnt be sccn as part CII the mainstream rather than the margins? These questions are relevant not just for APA affairs, but also for the larger social changes that are sweeping America at the beginning of the Science and Religion J .9. -- 7 - REL 374-J Instructors: Larry Crockett & Mark Engebretson For somc in our sncicty, scie~lccir t l ~ driving c enainc ofa l)cttcr, inore scclrre l i f t i ~ n dthe hasis h r a philosopl-ty of life. I:or n~hers, scici~ura nrl irs assaciatecl ~cchnologieq,n long wit11 its inviratinn tn hecomc n glnbal wnrltlview, constilcitc a gl-nvc tlircal. Smne Cl~rislinnspart irulnsly iccl thrcntencrl by science. Tlris coarse will adclrcss ~ h c s rlnatters in two ways. Firs!, it will I~cginwiih a historica! nvcrview nS tlie relatioi~s bstwecn scicncc and tllc Chrisiinn f6~itll, empl~wsizills~lircc periods: he clrigins o f the Clrrisiian faith, thu clevcl~ipmentof "morlern" sciencc ant! ~~~cclianistic ~diilrrsal~liy, and thr recvilluat ion [tf scicncc anil natulnchirr Ihc 201h rcnt~rry.Scconci, it will stlldy systematically the wnrlctvictm of scicncc and religion to see how they compare. Class tilnc will hc tlivirlud ,lmnng a variety of artivitics including lectures, wliolc class tlisctrssicms, snlall Rruilp IU rorials, arrrl an oxtended simtr Intion cxercisu in dcvclnpirrg a space cillol~y,itlrawitig from thr ide;is rlcvclopcll in ihr coiirse. (hurse cv:tluatic~nwill I>c hnsurl un two sl~ortexams, participation in small group tutorials based on assigned readings, a group project presentation, and a major synthesis paper based on the group project and course materials. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 30 Time: II Room: Science 205 Topics: Heaven, Hell and the End of the World: Interpreting Biblical Apoca!yptic Liferature REL 490-J Instructor: Philip Quanbeck I 1 This course is a study of the apocalyptic literature of the Bible with emphasis on the book of Daniel in the Old Testament and the book of Revelation in the New Testament, as well as apocalyptic themes elsewhere in the New Testament, such as the letters of the Apostle Paul. The apocalyptic literature of the intertestamental period will also be examined. This course will also address the legacy of apocalyptic literature in the history of Christian thought and experience including an examination of contemporary apocalypticism. This will include the role of biblical apocalyptic imagery in art, literature, film, and popular culture. Coursework will include group presentations, two exegetical papers on biblical texts, and a final project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 1 or 3 Maximum Enrollment: 25 Time II Room: Old Main 25 Cultures of Violence SOC 290-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence? What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Prerequisite: None Maximum Enrollment: 25 Time: II Room: Old Main 13 Topics: The Sociology of Social Movements SOC 295-J Instructor: Lars Christiansen Scores of social movements have shaped and challenged the social, political, and economic institutions of the United States. Many of these protest movements seek to change the established social order; some seek its defense and preservation. This course offers the sociological study of social movements in the United States within the last two centuries. We will explore important question such as: Why do people engage in protests at certain times, while at other times reamin silent? Why are people willing to risk their lives to create social change? How do social movements form, and what causes their decline? Is the use of violence an effective means of establishing social change? We will address these and other crucial questions through a systematic study of several social movements including labor, civil rights, feminist, environmentalist, and anti-global capital movements. Prerequisite: Soc 121 or permission of professor. Maximum Enrollment: 25 Time: II Room: Old Main 29 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Prerequisite: None Maximum Enrollment: 16 Time: I Room: Science 123 Exploring Human Services SWK 257-A SWK 257-B Instructors: Glenda Rooney & Francine Chakolis Experiential learning occurs as students volunteer 60 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to introduce the fields of practice in social work and to help students explore a possible major in social work or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Field Work I: Integrative Seminar SWK 307-A SWK 307-B Instructor: Curt Paulsen & Joe Clubb Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Introduction to Dance (0.0 credit) THR 002-T HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Each class includes a rigorous physical warm-up, mixing yoga, pilates, and modern dance. Graduation Skill Requirement: Lifetime Sport Prerequisite: None Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Sateren Auditorium Modern Dance/lmprovisation THR 004-J HPE 004-J Instructor: Sandra Agustin Students will learn various phases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Sport Prerequisite: THRIHPE 002 or instructor's permission. Maximum Enrollment: 15 Time: 1:OO-2:00 M, T, W, Th, F Room: Sateren Auditorium Skills of Music Theatre THR 235-JIMUS 235-J Instructors: Sonja Thompson & Darcey Engen See course information listed under MUS 235-J. Resources for Youth and Family Ministry Y FM 201-J Instructor: Nancy Going The Twin Cities are home to many youth and family organizations and parachurch ministries. This course in an unbelievable opportunity to visit many of them, and to get to know many of the creative people who have conceived and given shape to significant resources for the church. In addition, students will have hands-on opportunities to review and use the printed, music, media, and Web resources that are shaping ministry in the church today. Finally, students will learn a process for planning, and develop their presentation skills by providing leadership for a two-day retreat. Retreat costs: $30. We will pool transportation for site visits and the retreat. Prerequisite: REL 111, 221, or 331 Maximum Enrollment: 25 Time: II -January 3, 4, 7 - 11, 17, 18, 22, & end with retreat on January 23-24 from 9:00 a.m. on January 23 to 8:00 p.m. on January 24. Room: Sverdrup 1 Peer Ministry: Principles and Leadership YFM 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 15 Time: 9 a.m. - 11:30 a.m. on January 3,8, l0,22, & 24; and 9 a.m. - 5 p.m. on January 14, 15, 16 & 17 Room: Sivertsen Lifetime Sports The following activities are available to students during Interim, and students may register for these classes as well as for a regular course. These activities do not carry course credit but do meet the lifetime sports requirement for graduation. Lifetime Sport: Badminton/Pickleball HPE 002-B Instructor: Brian Ammann Practice and playing of badminton and pickleball. Grading: PIN only. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Melby Gym-northlsouth courts Lifetime Sport: Ultimate Frisbee HPE 002-F Instructor: Paul Grauer Practice and playing of ultimate frisbee. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 20 Time: 12:OO-1:00 M, T, W, Th, F Room: Air Structure Lifetime Sport: Golf HPE 002-G Instructor: Brian Ammann Practice in the various shots used in the game of golf. Grading: PIN only Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 16 Time: 1:00-2:00 M, T, W, Th, F Room: Air Structure Introduction to Dance HPE 002-T/THR 002-T Instructor: Sandra Agustin See course information listed under THR 002-T. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 12:OO-1:00 M, T, W, Th, F Room: Satern Auditorium Modern Dance/lmprovisation HPE 004-JTTHR 004-J Instructor: Sandra Agustin See course information listed under THR 004-J. Graduation Skill Requirement: Lifetime Sport Maximum Enrollment: 15 Time: 1:00-2:00 M, T, W, Th, F Room: Satern Auditorium Interim Abroad UMAIE SPP 201-J Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following - courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454,612-330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. Africa e5 the Middle East African Stories: Philosophical Ideas in Literature Crossroads Africa: Arts and Culture in Morocco The Natural History of Tanzania Australia and the South Pacific Sustainable New Zealand: Ecology, Economy and Society Australia: The Economy and its Social Context Europe Introduction to Peace and Conflict Studies: The Northern Ireland Context The Czech Republic: Social and Cultural Impact of the Emerging Free Market Economy Tltr 13rrcqlish Srlrard nnrl l:rrt~riiy:A Cot?~parrrtiveStudy in Nirt', Id~*tlr), and Paris Frct~rhI,nri,vra,qc rrrtd Culrr~n~ ?t~~errnl?rli~rrr .'ipnrrisi~C n ~ r g i r g rrrlrri Ctrl/rri-cin Southern Spain Live Theatre In and Around London The Lost Generation: Americans in Paris Spain: The Influence of a National Culture on Organizational Practices Theatre in England Watercolor Painting: Art of the French Table The European Union in the 21st Century Latin America and the Caribbean School and Society . Other Interim Abroad Courses HECUA Development and Community in Bangladesh ACTC Peace and Conflict Resolution in Northern Ireland ACTC Creative Writing Workshop at Hamline: Transforming Genres Course will carry upper division English credit Instructor: David Mura David Mura will teach the ACTC 2002 advanced creative writing course at Hamline University. His topic will be "transforming genres." Mura, a poet, creative nonfiction writer, critic, playwright, and performance artist, will encourage students to write in one genre to explore shifting their work to another genre. The total class size will be limited to 2-3 recommended students from each college. Prerequisites: Eng 226, or other introductory creative writing course, and recommendation of the creative writing faculty. To apply for this course, contact Professors Cass Dalglish and Doug Green. Maximum Enrollment: Three student writers from each of the ACTC colleges. Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. Inside Washington 2002: Academic seminars Politics and the Media Politics, Power, and the Presidency January 6-1 8, 2001 Pol 398-A(l.O Credit) January 2002 marks the end of President Bush's first year in office and the beginning of the race for the congressional midterm elections that may mean a party switch in the House or Senate. Much is also at stake at the state level as numerous gubernatorial races may determine who will run for president in 2004. Many retirements and new seats as a result of reapportionment and redistricting means that the political deck is being reshuffled. Who will be advantaged? What are the likely outcomes? What main forces will be at play? How will President Bush's policy agenda affect the political landscape and what role does the media play in the political and policy games of Washington, D.C.? Inside Washington 2002 is an exceptional opportunity for students to step into the fire of politics and gain a unique insight into these and many other issues. Through site visits, tours, briefings, and lectures, politicians, media personalities, policy makers, and scholars will take students on a behind-the-scenes journey through the halls of power. Don't miss this special opportunity to go inside Washington! The first week, "Politics and the Media:' will examine how the relationship between politicians and the media shapes political news. The second week, "Politics, Power, and the Presidency:' will explore the first year of the Bush Administration, and the influences that affect the public policy agenda of any new presidential administration. For further information about the program see Professor Hedblom in Memorial Hall 117A, call her at 330-1197, or email: hedblom@augsburg.edu.There are four scholarships available to cover registration and tuition costs based on priority in registration through the political science department.
Show less
- Title
- Augsburg College Interim Catalog, 2000
- Collection
- Course Catalogs
- Search Result
-
AUGSBURG
......................
Introduction
....................
Options
Visiting Students
2
-4
................5
Calendar ........................6
.................5
...................7
Lifetime Sports ...................48
Interim Abroad ..................49
Other Courses ........
Show more AUGSBURG ...................... Introduction .................... Options Visiting Students 2 -4 ................5 Calendar ........................6 .................5 ...................7 Lifetime Sports ...................48 Interim Abroad ..................49 Other Courses ...................52 About This Catalog Interim Courses Contents Introduction to Interim Interim is an integral part of the school year at Augsburg College. The College follows a 4- 1-4 calendar, with fall and spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. Interim is an opportunity for intense concentration on a single course of study. Since one Interim course equals a fulltime load, students should plan to spend the same amount of time in class and preparing for class as they would for a fourcourse load during fall or spring semesters. Students should be prepared for at least 40 class hours during the Interim and should anticipate the equivalent of the normal two hours of study for each class hour. Since the course length is only 3 112 weeks, attendance at every class is imperative. While it is expected that students will attend every class period, instructors will establish the precise attendance policy for their courses. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a PassINo credit basis. A few Interim courses are graded only on the PIN system; this is indicated in the course description. Some courses are offered for either upper or lower division credit. Such Interim courses have two numbers listed and students must select which is most appropriate for their needs. Students registering for upper division credit should anticipate additional assignments and a more rigorous grading standard. Some courses, especially courses with travel requirements, have additional fees associated with them. These fees, although intended to be accurate, may change; and students should check with the instructor to verify the final costs. Students are required to complete at least 33 course credits for graduation. This course total must include two Interims for students who enter with fewer than 14 courses. Freshmen are required to take an Interim course their first year. A maximum of four Interim course credits may be counted toward the 33 course credits required for graduation. Transfer students should refer to their transfer credit evaluation form or consult the registrar for the number of Interim courses required. Day school students (3.0 credits or more for fall) can take a total of 1.0 course credit. They may take two half-credit classes. They may also take a lifetime sport (zero credit). The lifetime sport is at no additional charge if they are full-time students (fall term). If less than full-time, they will be charged. Weekend students can take 1.0 course credits in Interim as a cross registration but will be charged day school tuition $1630 per course credit. If they do so, they may take only 1.0 additional course credit in Weekend College for winter trimester. Augsburg College, as affirmed in its mission, does not discriminate on the basis of race, color, creed, religion, national or ethnic origin, age, gender, sexual orientation, marital status, status with regard to public assistance, or disability in its education policies, admissions policies, scholarship and loan programs, athletic and/or school administered programs, except in those instances where religion is a bona fide occupational qualification. Augsburg College is committed to providing reasonable accommodations to its employees and its students. Any questions concerning Augsburg's compliance with federal or state regulations implementing equal access and opportunity can be directed to Lora Steil, affirmative action coordinator, Office of Human Resources, CB 79, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454. She can be reached by telephone, (612) 330-1023; or by e-mail, <steil@augsburg.edu>. Options . International Interim-Students are invited to participate in the international Interim courses offered by the Upper Midwest Association for Intercultural Education (UMAIE) and other consortia. These course opportunities are listed on page 45. Some courses have early registration deadlines. Internships deadline-Friday, December 10. January Interim internships must be planned in advance. Students electing an internship must meet departmental requirements and present a signed internship-learning agreement plan to the Center for Service, Work, and Learning (1st floor Memorial) by the first day of Interim classes. The learning-agreement forms are available in the same office. Internships during Interim must involve full-time work placements for approximately four weeks. Assistance for planning internships is available in the Center for Service, Work, and Learning. Independent study/research or directed study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent study per Interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements 2. Present to the registrar a copy of the proposed study plan approved by the supervising faculty member and the directedlindependent study registration form. These forms must be submitted by December 1. Appropriate study proposal and registration forms can be obtained in the Office of the Registrar. Interims at other schools-Augsburg students may enroll at any other 4-1-4 institution that offers a reciprocal Interim arrangement. Catalogs of these Interim programs are available in the registrar's office. Registration for Interims at the other ACTC colleges will be at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4 schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's general education requirements or major requirements. Visiting Students Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges, provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing, or board costs. Other students will be charged $1,630 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Ofice of the Registrar for application forms or use the forms provided by the Interim office at their own school. There is an application processing fee of $25. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Office of Residence Life. It should be noted that neither ACTC exchange students nor visiting students may register for 199,299,399, or 499 courses. About This Catalog The catalog lists courses by departments in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the College for Interim credit. Students may also register for one of the lifetime sports listed at the end of the catalog. Courses that include travel are marked with an airplane. Interim Calendar 2000 November 15 to December 3 January 3 . . . . . . . . . Interim . registration . . . . . . . . . . . . . . . . . . . . . . . . .First . day of Interim Time I-9:00 a.m. (first day) Time 11-1:15 p.m January 4. . . . . . . . . . . . . Last day to register or add a class or cancel a class without a notation January 14 . . . . . . . . . . . . . . . . . . . . . Last day for determining grading option with registrar January 14 . . . . . . . . . Last day for withdrawing from courses January 17. . . . . . . . . . . . Martin Luther King Day-no class January 27. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Interim ends January 31 . . . . . . . . . . . . . . . . . . . . . . Spring semester begins February 4 . . . . . . . . . . . . . . . . Interim grades due to registrar The time, number, and length of meetings as well as the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time I: 8:00 a.m. to 11:45 (Note: on the first day, Time I classes will begin at 9:00 a.m.) Time 11: 1:15 p.m.-5:00 p.m. Note: Martin Luther King Day-No class For More Information For more information contact Barbara Pappenfus in the Interim Office at (612) 330-1150. Calendar Calligraphy I & II ART 106-J ART 306-J Instructor: Philip Thompson Development of calligraphic writing and drawing skills with emphasis on the broad-edged pen. Attention given to the historical development of calligraphy and the elements of design through readings and demonstrations. Class time and assignments center on proactive calligraphic concepts with special attention given to foundation, italic, gothic, and uncial styles. Three original projects are required and evaluation is based on quality of work plus participation and growth factors. Upper division students are required to complete examples in three historical writing styles plus an expanded project. Required materials: text, pens, ink, ruler, and mat board. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 15 Time: I Room: Old Main 4 Life Drawing ART 247-J Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figures will be depicted with graphite pencils in various settings for varying lengths of time. Grades will be based upon quality and improvement. There will be a fee of $45 to be paid on the first day of class. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 20 Time: I Room: Old Main 17 Marine Biology of the Florida Keys BIO 140-J BIO 340-J Instructor: William Capman The Florida Keys provide an excellent site for study of natural history and ecology of marine, coastal, and sub-tropical communities. This class will spend about 2 112 weeks in Florida at the Newfound Harbor Marine Institute located on Big Pine Key. The Institute offers laboratory facilities, ocean-going research platforms, housing, and a dining hall. Field trips to coral reefs (Looe Key National Park), tide pools, turtle grass flats, mangrove islands, and upland hammocks will be led by professional naturalists from the institute. Organisms and communities will be studied on site and in the laboratory. Research projects will be initiated shortly after arrival at the station in order to provide opportunities to gather data over a period of several days. Visits to Pennicamp State Park, Key West, and the Everglades will be included. Evaluation will be based on: BIO 140: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) a final exam. Prerequisite for 6'10 140: Any one of the following courses or their equivalents - BIO 101, 102, 103, 113, 114, or consent of the instructor. BIO 340: (1) field and laboratory records, (2) personal journal, (3) quizzes at Marine Institute, (4) written report of the research project, and (5) final exam. Prerequisite for BIO 340: 810 351 or BIO 481 or consent of the instructor. Estimated cost of the course: $2500 (includes airfare, all ground transportation, housing and meals while at the institute). Contact the instructors for details. Prerequisite: See Above Maximum Enrollment: 12 Time: I1 Room: Science 212 Laboratory Biochemistry BIO 368-J Instructor: Karen Ballen 'I'his ct~i~rsc is a n in trot1 uution l o tech~iicl~ius c o m ~ n o n l yt~sccf in bincIic.misiry. '1~chriic1~1c.s includc (1,111 not li~llitcdto): ~ I . o w i n extrac~iun,dialysis, spectl-c.~phatomct ry, S13S p01yair.ylamicle gel ciect rophorcsis, inn txchnngc cIll.clrn;~tclgl.alIhy, Prerequisites:2.0 in 810 367 Maximum Enrollment: 12 Time: I Room: Science 212 Advanced Computing for Business MIS 370-J Instructor: Jim Kattke Objectives are to learn concepts underlying creation of Web pages and business communication via the Internet. Use of relational databases for advanced queries, forms, and reports. Basics of event-driven programming for solving business related problems. Students will complete three major projects and a few minor assignments. The course requires significant effort on projects and constant access to a computer. Cooperation with fellow students in learning to apply concepts is encouraged. A good grasp of MS Access is required or the willingness to exercise exceptional effort in learning the tool. Prereqttlsit~s:MiS 175, CSC 170, consent of the instruct06 or Math Placement Group 3 Mnxltr~~nrr Fnrollmant: 20 Time: I1 Room: Lindeli 16 Personal Finance BUS 295-J BUS 495-J Instructor: Ashok Kapoor This is an introductory course in personal financial planning. Students will be introduced to budgeting, credit, income taxes, insurance, real estate, investment and retirement planning. BUS 295: quizzes and exams. BUS 495: all of the above plus some assigned case problemslpapers will be required. Prerequisite: Math Placement Group 3 Maximum Enrollment: 25 Time: I1 Room: Foss 43 Chemistry for Changing Timer CHM 100-J Instructor: Arlin Gyberg This course is developed from the perspective of a person living in a modern, high-technology society such as the United States. It assumes that before one can evaluate a moral or societal issue of a scientific nature one at least must be able to understand the science involved. Anything less is an impression rather than an informed decision. As we develop scientific concepts we will at the same time relate them to an abundance of current issues. We live in a world of pesticides, fertilizers, plastics, birth control, food abundance and food shortage, food additives and processing and synthesis, organically and non-organically grown food, chemical dependency, licit and illicit drugs, the energy crisis, and the debates about sources of energy, the green house effect, and nuclear waste storage, pollution, genetic engineering and much more. Many of these problems are chemical in nature. Thus, in learning about chemistry, via lecture and in-class discussion, we can begin to understand ourselves, our society, our world, and even some of the universe. The grade for the course is based on a percentage of the score of total points on the daily quizzes. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 25 Time: I Room: Science 315 Introduction to Polymer Chemistry and American Plastic CHM 104-J Instructor: Ron Fedie Previously there was the Stone Age, Iron Age, and Bronze age. Now we live in the Age of Polymers (and Plastics). Without this innovative technology, life as we know it would be much different. The variety of polymer molecules and their properties make up many, diverse plastics and the variations are endless. Many items and materials in the areas of coatings, adhesives, leisure/sports equipment, building/construction, automobiles, furniture, clothes, medical supplies, cosmetics, and others that are used every day come from different polymeric materials made from polymer molecules. In this course we will explore and discuss the world of polymer chemistry. Polyethylene is one of the most commonly used synthetic polymers found in "plastic" wrap and trash bags. A common natural polymer, polyisoprene, is collected from the sap of rubber trees and tires, golf balls, and latex gloves are just some of the many uses. The class will focus on two books. One, American Plastic: A Cultural History, by Jeffrey Meikle for the historical perspective of our world of polymers. Themes from the book, the different types of polymers used, and recent themes such as the recycling of plastics will be discussed. A second book, Giant Molecules, by Grosberg and Khokhlov, will help with the previously mentioned themes and give more depth to the broad world of polymers not covered in Meikle's book. There will be six lab periods in which some polymer molecules will be made and several of their interesting properties will be explored. Students will be graded on 25 group worksheets, 6 quizzes, 6 reflection papers, 6 lab periods, and an individual project and presentation. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 1 or 2 Maximum Enrollment: 22 Time: I1 Room: Science 315 Introduction to Computer Science and Communications CSC 160-J Instructor: Larry Ragland This course introduces the major areas of computer science and computer communications. These areas are: algorithms, algorithm design, algorithm efficiency, hardware, logical circuit design, computer organization, software and operating systems, programming languages, operating systems, theory of computation, mathematical foundations of computer science, Turing machines, computer communications and the Internet, packet switching, Internet services, and operation. This course will consist of lecture/discussion times with frequent in-class lab exercises on the topics above. Grading will be based on examinations, labs, and homework. This is not a course in computer applications or how to use computers, although we may touch on these topics. Prerequisite: Math Placement Group 3 Maximum Enrollment: 15 Time: I Room: Sverdrup 202 UNlX and C CSC 272-J Instructor: Karen Sutherland Study of UNIX operating system and the C programming language. It is assumed that the student has knowledge of programming methods and has done programming in some other language. Evaluation will be done on 10 programming assignments, two to three quizzes and a final project. Grading is done by combining the weighted grades of all assignments and quizzes. Prerequisite: CSC 170 or programming in some other language Maximum Enrollment: 20 Time: Ii Room: Sverdrup 202 Computer Science Topics: Computer Science: An Alternative Scheme One and Two CSC 273-J/373-J Instructor: Charles Sheaffer This course is especially intended for students with no prior exposure to programming in particular or computer science in general. It will be a laboratory intensive, self-paced course using the Scheme programming language. We will introduce an alternative approach to some of the most important concepts of computer science including problem solving, simulation, object-oriented programming, functional programming, procedural and data abstraction, and program interpretation. Students with knowledge of programming will benefit from exposure to the alternative paradigm represented by the Scheme language and will acquire a concrete understanding of how these important concepts are actually implemented in real languages and machines. Students will be evaluated based on a series of programming projects. CSC is a continuation of CSC 273. Graduation Skill Requirement: for CSC 373, Critical Thinking Prerequisite: CSC 273. none; for CSC 373, CSC 273 or consent of the instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 205 Economics of Urban Issues ECO 110-J Instructor: Ed Sabella Study of economic implications of the many problems facing a metro-urban environment. Some of the topics to be discussed are: crime prevention, health issues, discrimination, education, etc. Basic microeconomics tools of analysis will be developed in class. This is a basic course designed for those students who do not plan to major in economics, business administration, accounting, or MIS. Three objective examinations. Liberal Arts Perspective: The City or Social World 1 or 2 Maximum Enrollment: 15 Time: I1 Room: Science 319 Principles of Macroeconomics ECO 112-J Instructor: Satya t? Gupta The objectives of the course are to give students fundamental principles of macroeconomics; national income analysis, monetary and fiscal policy, and international trade. Simple applications will be used. Students will take tests every week and grades will be based on tests, participation in class and problems solved. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Western Heritage Maximum Enrollment: 15 Time: I Room: Old Main 16 Practicum and Seminar in Special Education EDU 491-3 Instructor: Susan O'Connor A supervised field placement that serves people with disabilities, plus an on-campus seminar. Students planning to take this course should consult with the special education coordinator about a placement prior to registering for the course. Students must complete designated hours of fieldwork as well as written and reading assignments. Prerequisite: EDU 282, completion of courses for special education minor; or consent of instructor. Maximum Enrollment: 9 Time: I1 Room: Sverdrup 4 Economics I American Dialects: Differences and Attitudes ENG 219-J Instructor: John Schmit Because language plays an important role in our socialization, the way we speak tells others who we are and with whom we identify. Our speech is a reflection of our social and economic standing and our cultural background. In this course we will explore the ways in which both personal and group identities are reflected by the ways in which we speak. We will examine a number of American varieties of English and will attempt to describe the rules by which these varieties operate. Class sessions will include brief lectures, student presentations, and student-led discussions. In addition to presenting a topic, students will write a paper on the presentation topic and take a final exam. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 29 Theatre In and Around London ENG 269-J Instructor: Ron Palosaari The purpose of this course is to study live theatre in London and Stratford. For more information, contact Prof. Ron Palosaari, (612) 330- 1005. Topics: Introduction to Asian American Literature ENG 282-L ENG 482-L Instructor: Joan Thompson In an essay about multicultural American literature, Walter J. Ong writes that "literature is organized experience and consciousness. Since cultures organize experience and consciousness variously, the study of the literature of another culture opens new vistas both into the exterior world and into the human heart." This course will explore some of these vistas through readings and discussions of nonfiction works, poetry, short stories, a play, and a novel by Asian American authors. Some ideas the writers take as subjects through their art include definitions of an Asian American voice, explorations of cultural and individual identity, visions of community, and coming of age. Class sessions will include discussion of the historical and social contexts that influence the writers studied. In addition to the reading, students will view at least one Asian American film and possibly attend a relevant performance or reading. Course grades will be based on reading journal, a short paper, a final exam, class attendance, and participation. Upper division students will read an additional novel and write a research-based paper on it. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I1 Room: Old Main 11 English I Topics: Investigating the Victorian Thriller ENG 282-0 ENG 482-0 Instructor: Dallas Liddle This course will study the phenomenon in 19th-century Britain of the popular novel of suspense, mystery, and terror. Early in the century these tales were generally either "Gothic" (stories of horror and the supernatural set in Italy or Spain) or "Newgate" novels (true-crime stories about the lower classes). By the 1860s, however, popular novelists including Charles Dickens, Mary Braddon, and others were producing a stunningly successful series of works in which the action was set in the everyday world of the Victorian middle classes. These novels drew intense public scrutiny by raising issues that the more polite genre of domestic fiction could hardly hint at, including gender roles and sexual transgression, class and race oppression, obsession and madness, and the dark sides of urban life. We will read several of the best of these thrillers, at the same time actively investigating the culture that produced them. We will read original reviews and responses, including parodies, and learn about the context of newspaper and magazine journalism in which several of the novels appeared. While we investigate the power of the Gothic and Sensation genres for their original audiences, however, we will also work to determine why these novels have continued to appeal to successive generations of readers. Course grades will be based on class attendance and participation, two short papers, a group presentation, and a final exam. Upper-level students will read one additional novel, write a research-based paper on it, and share the results of their research with the class. Prerequisite: ENG 111 Liberal An3 Perspective: Western Heritage Maximum Enrollment: 25 Time: I1 Room: Foss 20 Topics: Cinema and Sexual Identity ENG 2824 Instructor: Doug Green What does cinema reveal about how the 20th century has thought about sexuality?How do cinematic images affect our sense of our own sexual identity? This topics course in English examines films from the early years of cinema to the present in order to explore depictions of and cultural assumptions about sexual identity. We will, moreover, consider the impact of these images on audience perceptions and expectations, including those of the self. We will pay special attention to the various images and constructions of homosexual as well as heterosexual identity in English-language cinema, especially Hollywood movies, and in some silent and foreign films. Taking Celluloid Closet as a point of departure, we will consider how film affects sexual minorities in the audience as well as in film production. There will be short readings on sexuality and film. At each class there will be a full or partial film screening, followed by small-group and whole-class discussions. We may go to one or two films offcampus as well, so students should be prepared to buy tickets; these out-of-class screenings may not be at the regular class time. There will be at least one typed journal entry due at each class period. The class will meet from 1-5 p.m., Monday through Thursday of the first two weeks of Interim; 1-5 p.m., Tuesday through Thursday of the third week; and 1-5 p.m., Monday through Thursday of the last week. Grading will be based on the completion and quality of all journal entries and on class/film attendance, preparation, and participation. Students missing more than two classes/films and/or two journal entries may not pass the course. All grades are PIN option only (i.e., 2.0 is required for course credit). Prerequisite: ENG 111 Liberal Arls Perspective: Human Identity Maximum Enrollment: 25 Time: I1 Room: Old Main 16 English Topics: Contemporary American Poetry ENG 282-P ENG 482-P Instructor: John Mitchell This course provides an introductory survey of contemporary American poetry by poets whose works have come into prominence since World War I1 or mid-century. Emphasis will be given to the vision and sensibility of each poet and to the themes of their poems, especially those images and statements that concern philosophical, historical, psychological and cultural values. Through comparison and contrast, students will be expected to formulate reasonable interpretations of selected poets and poems and to express their discoveries in class discussion and short papers. A final examination will be given and two interpretive papers about three to five pages in length will be assigned. For upper division credit, the student will also read and give a written class report on a book that discusses contemporary poetry or a contemporary poet; this choice, based upon recommendation, must be approved by the instructor. Prerequisites: for 482-R lntro to Literature or consent of instructol: Maximum Enrollment: 15 Time: I Room: Old Main 29 Quantitative Journalism: Computer Assisted Reporting and Research ENG 347-A Instructor: Cass Dalglish and Boyd Koehler This course introduces students to computer-assisted informational investigation and the interpretation of quantitative data in the writing of expository essays and news reports. Such inquires will employ contemporary computer-based information searches coupled with data-driven quantitative assessment of a public issue of current concern. Students will prepare projects of publishable quality for presentation and critique. The course is designed for persons wishing to explore the use of computer-assisted research for their particular information development interests as well as those preparing to enter the communication professions. Prerequisites: Eng. 225 or Eng. 227, or consent of instructors. Math Placement Group 3. Graduation Skill Requirement: Ouantitative Reasofling Maximum Enrollment: 15 Time: T; Th 6-9 p.m. and Sat 1:30-4:30 p.m. Room: Sat, Lindell Library 16; T; Th Sverdrup 204 Senior Honors Seminar: Hispanic Christianity Along the Border HON 401-J Instructor: Margaret Madsen An introduction to denominations with a special focus on Hispanic communities along the US.-Mexican border. Liberal Arts Perspective: Christian Faith 3 or Intercultural Awareness 1 Time: I Room: Sverdrup 208 - Enalish Dance (men (0.5 course HPE 232-M Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1- 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Dance (women only) (0.5 course credit) HPE 232- W Instructor: Mary Ewert-Knodell Theory and practice in teaching and performing American heritage and international folk dances. The majority of the course grade is based on dance practicals, a teaching assignment, and a written test. Note: HPE 232 and HPE 275 can be taken simultaneously. Maximum Enrollment: 12 Time: 1 - 1/3,1/4,1/5,1/6,1/7,1/11,1/13,1/18,1/20 Room: Melby Gym - center court Prevention and Care of Athletic Injuries (0.5 course credit) HPE 275-J Instructor: Missy Strauch Emphasis placed on preventing and treating common athletic injuries. Practical experience in taping and training room procedures. Note: HPE 232 and HPE 275 can be taken simultaneously. Prerequisite: HPE 114 or equivalent Maximum Enrollment: 24 Time: 1- 1/5,1/6,1/7,1/10,1/1I, 1/12,1/13,1/14,1/19,1/21,1/24,1/25,1/26 Room: Melby 119 Instructional Methods: Materials in Health Education HPE 390-J Instructor: Patty Murphy This course will cover principles and methods of instruction applied to health education (5-12). Emphasis upon teaching1 learning strategies and student assessment. Development and delivery of lessons/activities is included. Students are evaluated by their peers and the instructor on their ability to create, deliver and assess health education lessons in a "real" classroom. Evaluationlgrading is also based upon the completion of a "technology project", resource file, and exam. Prerequisite: HPE 110 Maximum Enrollment: 20 Time: I Room: Melbv 202 Sailing in the Virgin Islands HPE 455-J Instructor: Joyce Pfaff + Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will take the participant to a competent level of sailboat handling (anchoring, mooring, helming, and crewing). The student will live aboard a 43'-46' fixed-keel sailboat with five to six other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. Sailing will include cruises to the various islands and cays in the British and American Virgin Islands. Snorkeling and wind surfing will be available on an optional basis. Some classes will be held in December prior to leaving for the Virgin Islands in January. The course cost is $3,300, which includes airfare for Augsburg day students and qualifying Interim exchange students. Others will have to pay regular Interim tuition in addition to this course cost in order to receive academic credit. PIN Health & Physical Education I ONLY. Applications may be picked up from the office of Joyce Pfaff, Melby Hall 121, Augsburg College. They must be turned in with deposit and appropriate signature before final acceptance is given. Prerequisites: Permission from Joyce Pfaff, health and physical education department, (612) 330-1247; no smoking is allowed; basic swimming skills Graduation Skill Requirement: Lifetime Sport, also one course credit upper division Maximum Enrollment: 10 ( A waiting list will be kept after the original 10 spots are filled) 20th-Century South Asia HIS 162-J HIS 462-J Instructor: Don Gustafson This Interim experience is designed to look at the area of South Asia (primarily India) that is home to one-fifth of the people of our world. We'll use novels, films, some standard historical writings, and current South Asia periodicals to consider the impact that colonialism, nationalism, and various phases of modernization have had on this old, honored, and traditional culture. We'll read the marriage ads and talk about social structure, consider the spot at Ayodhya that has prompted Hindus to massacre Muslims, think on the Christlikeness of a Gandhi, and perhaps have time to note one or two of the contemporary religious phenomena. Looking at South Asians helps us to see ourselves in a fuller perspective. The course will include the usual pedagogical devices of lectures, discussions, some short reaction papers, and tests (including a final). Students enrolling for upper division credit will be expected to have at least one prior college history class, to complete a paper or project beyond the regular assignments, and to be tested apart from lower division students. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 25 Time: I Room: Old Main 13 Topics in History: The Great Men of 20th-Century Europe and Their Myths HIS 195-J Instructor: Sheldon Anderson This course examines several important 20th-century leaders and their impact on the course of European political and diplomatic history. Topics will include Woodrow Wilson and the Versailles Treaty after World War I, Neville Chamberlain and the appeasement of Adolf Hitler at the Munich Conference in 1938, Joseph Stalin's agreement to sign a nonaggression pact with Hitler shortly before World War 11, Franklin Roosevelt and Winston Churchill's alleged appeasement of Stalin at Yalta, Harry S. Truman's Cold War policies, and Reagan and Gorbachev's diplomacy as the communist systems of Europe fell from 1989-1991. The course will focus on the popular myths that have developed about these leaders and these conferences. Maximum Enrollment: 25 Time: I Room: Sverdrup 20 Topics in History: Early Minnesota History, 1849- 1900 HIS 195-1 Instructor: William Green This course will examine the political, economic, and social history of early Minnesota. The course will study life in Minnesota among the Ojibway and Dakota peoples, through the fur trading period which witnessed French, English, then American settlements, through the territorial period (18491858), and finally statehood. Maximum Enrollment: 25 Time: I Room: Foss 20 Remembering the 20th Century HIS 440-J Instructor: Jacqueline de Vries As the millennium approaches, everyone-artists, politicians, gossip columnists, historians-seems to have some opinion about the waning 20th century. What has this century wrought? The last hundred years have left a great many contradictions: two global wars that destroyed millions of lives and swept away governments, but brought economic development; the decline (and recovery) of established religion; the rise (and collapse) of a messianic faith in communism; great increases in standards of living while famine and child labor persist; technological breakthroughs that put teachers in space and AK-47 rifles in the hands of children; new freedoms and new forms of exploitation. In this course, we will together attempt to make sense of the 20th century. Please note that while the course will examine major events and developments of the century, it will not offer a narrative history, nor will it be exhaustive. Instead, it will explore a variety of possible interpretive frameworks to help us better understand where our grandparents have been and where we are today. Rather than relying exclusively on (sometimes dry) textbooks, we will explore the century through a variety of personal narratives, both written and oral, and reflect on the shaping of both individual and collective memory. Course materials will include several monographs and novels, films, photographs, and guest lectures. Students will complete three five-page papers, one of which will be an interview with their oldest living relative. Maximum Enrollment: 25 Time: I1 Room: Old Main 13 Paideia Seminars INS 120-J Instructor: Anne Jensen Students will participate in a series of seminars following the Paideia seminar format as developed by Mortimer Adler and Paideia Associates. Students will also view selected films for seminar discussions; develop and lor hone skills of mature, intellectual talk; observe seminars conducted in a St. Paul public school; evaluate their own behaviors during seminars; and lead seminars. Students will be assessed on journal entries including evidence of seminar preparation, reflection, peer and self-evaluation, as well as a final summary paper. Graduation Skill Requirement: Critical Thinking Maximum Enrollment: 20 Time: I Room: Foss 43 Technically Speaking INS 21 1-J Instructor: Esther McLaughlin Do you enjoy talking about science and technical topics, but just can't find an audience? We'd love to listen! Through a series of four oral assignments, you will have the opportunity to talk science to your fellow scientists, improve on your oral presentation skills in a variety of formats, learn to effectively organize a speech, prepare visual aids, and listen to and learn about other science topics and science policy from your fellow scientist. Prerequisite: One year of an introductory-level science course Graduation Skill Requirement: Speaking Maximum Enrollment: 16 Time: I1 Room: Science 205 Interdisciplinary I Introduction to Islam INS 225-J Instructor: Amin Kader This course is designed by a practicing Muslim to present his perception of Islam to non-Muslims. The course will cover the ideological foundations of Islam, its basic concepts and tenets, Islamic law (Shari'ah), Islamic economic and political systems, and Islamic patterns of life. There will also be discussions on the differences between the Islamic sects (Sunnis, Shi'its, Sufis, etc.). Some effort will be made to deal with the similarities and differences between Islam and both Christianity and Judaism. Students will also visit one of the mosques in the Twin Cities. Evaluation is based on two tests and a paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 30 Time; I Room: Old Main 27 Topics: Minnesota Indians INS 495-J Instructor: Eric Buffalohead This course will examine the experiences of the Dakota and Ojibwe in Minnesota from the time of contact to the present situation of both tribes. Each group's history and experiences will be studied and compared to see how each group has done since the time of contact. Major historical events will be examined as well as significant events important to each group. Students will learn how changing federal policy affected the two groups and how each of the groups has dealt with things such as assimilation, termination, and/or relocation. Other topics to be covered include health, education, welfare, treaty rights, and economic opportunities. The main text will be Indians in Minnesota by Judith Rosenblatt (ed). The students will be expected to demonstrate understanding of major issues through written exams and research projects/presentations. Upper division students will be expected to do more comprehensive research. Maximum Enrollment: 20 Time: I1 Room: Foss 21 Topics: A Civil Rights Immersion: Experiencing History INS 200-J INS 300-J Instructor: Garry Hesser & Joseph Young During the 1950s and 60s a series of major events and fundamental social change occurred in the United States. For the first two weeks, we will seek to develop a basic understanding of race relations in the U.S. through readings, visiting lecturers, videos, learning from each other, and the MLK, Jr. event on January 17. Then, this intentionally diverse class will board a bus for an intense, study-travel journey to Little Rock, Memphis, Birmingham, Montgomery, Atlanta, Nashville, and Chicago, the places where history was made and the museums that chronicle those times. We will meet with and interview participants in these critical events, as well as actively engage one another in dialogue and collaborative learning. The course objectives include learning about the history and sociology of race and ethnic relations in the U.S. gaining insights from persons and places that mark the "turning points" of the 1950s and 1960s, documenting our personal and group experiences so that our insights and understanding can be shared with the Augsburg community and others, and increasing our skills for cross-cultural collaboration and dialogue. Upper and lower division: students obtaining upper division credit will complete a research paper on a specific topic related to the course, including an annotated bibliography with a minimum of 20 resources. Cost estimate: $500, plus the cost of meals for 10 days (with scholarships available, based upon need-contact Garry Hesser at 330- 1664) Liberal Arts Perspective: Intercultural Awareness 1 or Social World 1 or 2 Maximum Enrollment: 20 Time: I Room: Old Main 23 **Note: All participants will go on a bus tour beginning Monday, January 17, and ending on Wednesday, January 26. Interdisciplinary I Work in the City Externship: Linking Education and the World of Work INS 298-K Instructors: Lois Olson and Lynda Olson This course introduces students to the nature of work, its role and value to the individual and to society. Seminar format will focus on work as viewed by this generation and the requirements to succeed both now and in the future. A special emphasis will be on self discovery learning activities, visits to Twin City businesses and community organizations, and discussions with panels of professionals. Students will be expected to research employment trends and career options; complete a portfolio of reflections, exercises, and self assessments; and give individual and group presentations. Students will also explore various organizations of the Twin Cities and understand their role and impact in a major metropolitan area. PIN grading only. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I Room: Old Main 25 Management Information Systems (MIS) See listing under Business, pg. 9. Finite Mathematics MAT 121-J Instructor: Anthony Dunlop How can an industry comply with air quality standard at the smallest possible cost? Did you know that one of the first applications (other than gambling) of probability theory was in genetics (on the question of whether the recessive genotypes would eventually die out)? How do we build the most cost-effective telecommunication network of satellites given the cost factors between pairs of satellites?In Finite Math we'll study the topics that give the answers to these questions: linear programming, counting and probability, and graph theory. Finite Math is for students in Math Placement Group 3 or higher who need a Quantitative Reasoning course. Class will be a mix of lectures and small group work. Evaluation will be based on class participation, quizzes, and exams. Prerequisite: Math Placement Group 3 Graduation Skill Requirement: Quantitative Reasoning Math Elective for MIS major; economics major Maximum Enrollment: 22 Time: I Room: Science 108 Math of Interest MAT 173-J Instructor: Christopher Schwartz Learn how to determine the monthly payments on a house or car. Find out how much you need to be socking away now to have a million when you retire. Learn how annuities, perpetuities, and life insurance work, and more. Evaluation will be based on classroom participation, quizzes, and a final examination. Prerequisite: Math Placement Group 3 or consent of instructor Graduation Skill Requirement: Quantitative Reasoning Maximum Enrollment: 25 Time: I Room: Science 205 Mathematics 1 Modeling and Differential Equations MAT 247-J Instructor: Rebekah Valdivia In Modeling and Differential Equations, we will cover a range of mathematical topics with emphases on mathematical modeling, differential equations, and numerical methods. We'll see connections between mathematics and "real world" problems and get a feel for applied mathematics. We will discuss a variety of applications in class, and students will have opportunities to select applications of interest. Modeling and Differential equations is a must for anyone considering majoring in Applied Mathematics and is strongly recommended for students majoring in Physics or Chemistry. It is also for anyone considering majoring or minoring in Mathematics. Evaluation will be based on participation, quizzes, projects, and a final exam. Prerequisite: MAT 146 Calculus I1 or equivalent Maximum Enrollment: 22 Time: I Room: Foss MAC Beginning German I GER I l l - J Instructor: Don Steinmetz This course is for students with no previous background in German. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding German culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 10 Beginning Norwegian I NOR I1 I-J Instructor: Becky Hegstad This course is for students with no previous background in Norwegian. It aims to develop basic skills in speaking, listening, reading, and writing as tools for communication and for understanding Norwegian culture. Classroom practice focuses on both presentation of vocabulary and structures and the use of the language in everyday contexts. Evaluation will be based on participation, daily assignments, quizzes, and a final exam. Liberal Arts Perspective: Intercultural Awareness 2 Maximum Enrollment: 20 Time: I Room: Old Main 26 S anish and Latin-American Culture T rough Film I: SPA 248-J Instructor: Roman Soto An introduction to the main cultural and political issues (social conflicts, sexism, race, ethnicity, religion, language, exile, or immigration) that characterized contemporary Spanish and Latin-American societies as they have been portrayed in films and plays. Developed mainly through the viewing of films and class discussions, the course is complemented with brief readings and audio-visual materials on the historic, literary, and social aspects that contribute to the background of these films. Most of the films are in Spanish with English subtitles, and all the class work is in English. The evaluation is based on class participation; brief weekly, writing assignments; and a short term paper. Liberal Arts Perspective: Intercultural Awareness 1 Maximum Enrollment: 20 Time: I1 Room: Old Main 23 Modern Languages I + Topics: Sounds and Sights of Europe MUS 179-J Instructor: Roberta Kagin This course provides an opportunity to visit some of the Great European cultural centers that provided the impetus for development of music in the cultural life in the New World. For more information, contact Prof. Roberta Kagin, (612) 330-1273. Topics: Sounds and Sights of China MUS 295-S Instructor: Robert Karlen + Music, art, and architecture, as expressions of Chinese culture over its 5,000-year history, will be examined, studied, and experienced in four of the most important cities of China. For more information, contact Prof. Robert Karlkn, (612) 3301266. Survey of Rock History and Musical Style, 1951-1971 MUS 204-J Instructor: 0. Nicholas Raths An introduction to the fundamentals of music and musicology as they occur within the context of rock's inception (1950s) and maturation (1960s) periods. This course will examine the historical background, musical content, and methods of selected artists and their work. Evaluation will be based on class participation, a comprehensive term paper, exam, and a group performance project. For non-music majors. Liberal Ads Perspective: Aesthetics Maximum Enrollment: 30 Time: I1 Room: Music 3 Introduction to Music Theatre Performance MUS 235-J/THR 235-J Instructors: Sonja Thompson and Darcey Engen Music-theater exists in every culture, stemming from basic human impulses to dance, sing, and express oneself. Join theatre professor Darcey Engen and music instructor Sonja Thompson to discuss this interdisciplinary art form, and develop your own basic skills of music-theater from China, Japan, India, and other cultures. Course includes writing and research, class discussion and exercises, small and large group participation, memorization, and performance. Performers of all levels are welcome, though some singing and acting ability is required. Interested students will be auditioned in December so that appropriate material can be assigned to them. Course may be repeated with permission from the instructors. Liberal Arts Perspective: Aesthetics Maximum Enrollment: 25 Time: I Room: Sateren Auditorium Topic: History of Caribbean Music Studied in Miami and Jamaica t MUS 2 9 5 4 Instructor: Robert Stacke Miami and Jamaica are considered the centers of Caribbean music, where composition, recording, and world distribution take place. The goal of this 19-day seminar is to examine and reflect on historical, socio-political, and religious aspects of Caribbean music. For more information, contact Prof. Robert Stacke, (612) 330-1271. Liberal Arts Perspective: intercultural Awareness 1 Maximum Enrollment: 30 Music I The Mysticism of Meister Eckhart PHI 295-J Instructor: Mark Fuehrer A study of some of the key texts of the great mystical philoso- pher, focusing on the idea of detachment from worldly affairs and the union of the soul with God while in this life. Students will be expected to prepare brief written analyses of the assigned readings and present two essays of Eckhart. Seminar format. Graduation Skill Requirement: Writing Maximum Enrollment: 15 Time: I Room: Old Main I1 Science, Technology, and Values PHY 117-J Instructors: Mark Engebretson and Bruce Reichenbach This course will focus on contemporary problems that arise from our developing technological capacities. We will consider problems such as the causes and effects of global warming; depletion of the ozone layer; social, economic, and ethical concerns in pollution cleanup; agriculture, pesticides, and genetic effects; the prospects and problems of genetically engineering both our foodstuffs and humans, and the urban implications of developing a light rail system. To get a satisfactory grasp on how to approach these problems, we will first explore what science and the scientific methods are, how science (knowing) relates to technology (doing), the structures used for ethical evaluation, and the resulting interactions among the three. Grading will be based on two tests and a major project. Prerequisite: Math Placement Group 2 Liberal Arts Perspective: Natural World 2 Maximum Enrollment: 40 Time: I Room: Sverdrup 205 Topics: Physics in Science and Fantasy Fiction PH Y 220-J Instructor: J. Ambrose Wolf This course deals with physics aspects in movies as well as in science fiction and fantasy fiction literature on a conceptual level. We will explore scenes and settings in which physics plays an important role and also learn to discern if they are physically correct or not. This will also expand the awareness of physics in everyday life, where it is encountered and how it works. The math component of this course will be minimized in favor of a better grasp of the concepts and thought processes involved. Various scenes from movies and excerpts from literature will be presented, after which the physics connection and understanding will be explored in discussions. The weekly papers will cover one of the topics discussed in class during that week; the long-term paper will cover a general topic from physics in everyday life and bibliographic research. Students' papers and reviews will also be discussed class. This course is designed for those students who do not plan to major or minor in physics. Grading will be based on active participation in class discussions, three (approx. weekly) short papers involving draft and peer review (final paper and review graded) and one long paper including a draft version corrected by the instructor. Prerequisite: Effective Writing, Math Placement Group 2 Graduation Skill: Writing Maximum Enrollment: 18 Time: I1 Room: Science 108 Physics -. I Introduction to Space Science PH Y 320-J Instructor: Ken Erickson This course provides a survey of Earth's space environment including solar, planetary, magnetospheric, ionospheric, and upper atmospheric physics (solar dynamics, magnetic storms, particle precipitation, aurora, and related topics). Evaluation will be based on two exams, class assignments, one research paper, and at least one class presentation. Prerequisite: PHY 245 or permission of instructor Maximum Enrollment: 15 Time: I Room: Sverdrup 206 Social Justice in America POL 140-J Instructor: Andrew Kurvers Spalding Students develop and defend their own standards of social justice, using those standards to assess conditions in urban America. Substantial participation in class discussions required. The course has two goals: developing student thinking about social justice, including greater awareness of conflicts between justice and other values; and increasing student ability to understand urban problems as issues of justice and other central values. Evaluation will be based on participation in discussion and other class activities, on two short (4-6 page) papers and on a final exam. Because of the compressed time frame of the Interim schedule and the importance of material covered on the first day of class, no one will be admitted to the class who does not attend the first day of class, unless receiving prior permission of the instructor. Liberal Arts Perspective: The City Maximum Enrollment: 20 Time: I1 Room: Old Main 18 Global Peace and Justice: Focus on Northern Ireland POL 295-J Instructor: Joe Underhill-Cady The course will examine the political, social, and psychological roots of international conflict and current efforts at preventing and resolving bloodshed and oppression. We will use the class as an opportunity to prepare for the 2000 Peace Prize Forum, which will cover topics of the conflict in Northern Ireland. The course will begin with a study of a range of theories used to understand international conflict- including power politics, psychological and cultural theories, Marxism, liberalism, and feminism. Readings will include historical and fictional treatments of the conflict in Northern Ireland, and we will view some films related to the topic, including The Crying Game. The class will also involve the use of simulation and role-playing of international negotiations to give students a feel for the difliculties and complexities of dispute resolution. Maximum Enrollment: 20 Time: I1 Room: Old Main 26 Topics: Women in Comparative Politics: Daughters or Stepdau hters: Russian "Women on the Eve o the Millennium" 9 POL 195-J POL 359-J Instructor: Nadezhda Shvedova An overview of the situation of Russian women today. The course will combine discussion and lecture on the situation of women in Russia. Shvedova, a leading activist on women's issues as well as an educator, will provide the distinctive perspective of her experience as a Russian woman. The course will cover women in the economy, politics, in the mass media, Political Science I etc. There will also be attention to issues such as women's struggle to gain real equality and a voice in society, violence against women, and the impact of Russia's economic crisis on women. There will be two or three short papers, plus a longer (10-12 page) paper at the end of the term. Readings will be taken from books and articles. Maximum Enrollment: 25 Time: I1 Room: Old Main 27 Principles of Psychology PSY 105-J Instructor: Grace Dyrud An introduction to the methods and approaches used in psychology for the purpose of understanding behavior. Applications of psychological concepts to everyday situations are emphasized. Evaluation will be based on means of two tests and two lab reports. Liberal Arts Perspective: Human identity Maximum Enrollment: 25 Time: I1 Room: Old Main 10 Psychology and Law PS Y 335-J Instructor: lVancy Steblay Application of psychological principles and research methodology to legal processes and issues. The course emphasizes three content areas: eyewitness issues (such as lineup and interview procedures), courtroom procedures (jury selection, jury decision-making, pretrial publicity), and psychological profiles of offenders and victims. Grades will be based on exams and one paper. Prerequisite: PSY 105 Maximum Enrollment: 25 Time: I1 Room: Old Main 25 Peer Ministry: Principles and Leadership REL 232-J Instructor: Lyle Griner Students will be instructed to train college, high school, and junior high youth to serve as peer ministers in their congregations and communities. They will learn and practice communication skills, facilitate small groups, and learn the role of a listenerlhelper. Peer ministry integrates the act of caring and serving others within a Christian belief system. Prerequisite: REL 111 or 221 Liberal Arts Perspective: Christian Faith 3 Maximum Enrollment: 40 Time: Jan. 10-13, 9:00 a.m.-5:00 p.m. and Jan. 4,6,18,25,27, 9:00 a.m -1 1:30 a.m. Room: Murphy Place 100 The Lutheran Heritage REL 345-J Instructor: Mark Tranvik Beginning with Martin Luther, this course will study the main themes and figures of the Lutheran tradition. Class time will include field trips, discussion, and lectures. Exams, student participation, and papers will be the basis for evaluation. Prerequisite: REL 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 22 Religion Theology of Death and Dying REL 390-J Instructor: John Benson This will be a multidisciplinary course, using materials from biology, psychology, sociology, history, world religions, and Christian theology proper. It will also be ecumenical, since some of our theological material will come from Roman Catholic as well as Protestant sources. Religious traditions regarding death and the afterlife will be studied, and various ethical questions related to death and dying will be considered. Field trips in the Twin Cities are also planned. We will become acquainted with the field of mortuary science, the hospice movement in the United States, and current medical practices related to the terminally ill. Daily lectures, discussions, quizzes, and written assignments will be the format. Grades will be based on class participation, two tests, and oral presentation of a research project. Prerequisite: Religion 111, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I Room: Music 23 Varieties of Christian Spirituality REL 440-J Instructor: Janelle Bussert A study of selected spiritualities from the Christian tradition and of contemporary developments, including 12-step spirituality, feminist, ecological, and non-Western Christian spiritualities. An introduction to the basic practices of spirituality, especially prayer and meditation. Evaluation methods include quizzes, experiential journals, class presentation, and a final paper. Prerequisite: Religion 11 1, 221, or 331 Liberal Arts Perspective: Christian Faith 2 or 3 Maximum Enrollment: 25 Time: I1 Room: Murphy Place 11 1 Exploring Human Services S WK 257-1 S WK 2 5 7 4 Instructors: Mary Lou Williams and Lois Bosch Experiential learning occurs as students volunteer 80 hours in a service agency or institution that they select. The placement must be approved by course faculty and supervised by agency staff. The course is designed to help students learn about themselves in relation to a possible major or future career in the human services. The three-hour weekly seminar is devoted to discussions that assist students in integrating agency experiences and readings that explore the historical development of social welfare as an institution and the nature and value system of social work as a profession. Students will also examine and critique the manner in which social, economic, and political structures impact diverse groups in society. Students will focus on their own responsibilities in society, as well as examine their personal value system in relation to special concerns, such as poverty and the "isms." Detailed information will be sent to students at the close of Interim registration. Liberal Arts Perspective: The City Maximum Enrollment: 60, 2 sections Time: I Room: Foss 21 A and B Topics: Child Welfare Social Work and the Law S WK 295-J Intructor: Tony Bibus This course will introduce students to social work practice in the area of child welfare with special focus on the relationship of child welfare laws, policies, and court to the lives of families and children. Students will study Minnesota statutes, meet with key policy makers, observe court procedures, and discuss practice and legal issues with child welfare social workers and possibly with families and children as well. There will also be opportunities to compare child welfare laws and practice in the U.S. with those in Europe, especially Norway. The principles of permanency planning, family-centered practice, prevention and protection, and the twin goals in child welfare of securing safety and nurturing children while preserving their ties to their family will be examined. We will also explore controversies and emerging issues in child welfare law such as concurrent planning, "dual-track" service strategies, encouragement of the adoption of children of color by white families, and research related to the effects of poverty and oppression on the neglect of children's need. Students will analyze the dynamic interplay of societal values, power, politics, facts and myths as they manifest themselves in child welfare laws; they will begin to form their own positions regarding an ideal approach to supporting the welfare of children from a global perspective. Evaluation of learning will be in the form of assessments by instructors and students of the major paper or project completed for the course. Prerequisite: Social work majors or permission of Instructor Maximum Enrollment: 20 Time: I1 Room: Sverdrup 20 Field Work I: Integrative Seminar S WK 307-J Instructor: Mike Schock Junior social work majors are required to have 240 hours of supervised professional experience in a social work agency. This small-group seminar supports the first 120 hours of this placement and is facilitated by the faculty member who serves as liaison to the student's practicum field agency. The course provides structure and process for students to integrate learning from their practicum and academic coursework focusing on generalist practice with individuals. Prerequisites: Candidacy status, SWK 301, and SWK 306 Maximum Enrollment: 12 Time: I Room: Murphy 111 Social Work Field Work Ill SWK 466-1 (variable 1.0 credit or 0.5 credit) Instructor: Maria Dinis This is a continuation of Field Work 11; a total of 60 (for the 0.5 credit option) or 120 hours. Responsible, supervised professional social work experience, including work with individuals, families, groups, and communities in a social service agency. Integrative weekly seminar (two hours). Students will be evaluated by: (1) weekly theorylpractice papers integrating course content with work setting, (2) attendancelparticipation, and (3) field site supervisor's evaluation. Prerequisite: SWK 462 Maximum Enrollment: open Time: I (class will meet in small groups, no more than 11 at a time) Room: Old Main 21 Human Community and the Modern Metropolis SOC 21 1-J Instructor: Gordon Nelson This course will examine the extent to which the experience of the community is possible in the context of the metropolitan situation. The course will focus on the Twin Cities metropolitan area. Each member of the class will be responsible for a class presentation, which must reflect on-site observation in a particular locale within the metropolitan area. In addition, class participation and a final examination will be the basis for evaluating performance in the course. Liberal Arts Perspective: The City Maximum Enrollment: 25 Time: I Room: Music 24 Topics: Cultures of Violence SOC 295-J Instructor: James Vela-McConnell Street gangs and warfare. Police brutality and genocide. Domestic abuse and terrorism. What are the dynamics underlying these and other forms of violence?What do they have in common? How do they differ? This course takes violence in its many forms as a topic for sociological analysis and concludes with an examination of non-violent alternatives. With this in mind, we will compare different theoretical perspectives on violence, such as psychological, social psychological, and socio-cultural perspectives. The course will involve a combination of lecture and discussion based on readings and videos, debate of current issues in the field, and guest speakers from and field trips to local organizations dealing with problems of violence. Students will be expected to research, write about, and present on the sociological dimensions of a particular form of violence. In addition, there will be short reaction papers based on the readings, and classroom participation will be an important part of grading. This course has a lab fee of $25 payable the first day of class to the instructor. Maximum Enrollment: 20 Time: I1 Room: Sverdrup 206 Sacialaav Topics: Discrimination, Harassment, and Communication SPC 295-J Instructor: Robert Groven If you keep sending poems to an old flame at work, are you harassing them? If your boss tells racist jokes at a bar after work, are they guilty of discrimination? Why are neo-Nazis allowed to march through Jewish neighborhoods, but they aren't allowed to hurl racial insults at co-workers? Discrimination and harassment are in the headlines regularly, but most people don't know what they really mean. What kinds of communication constitute discrimination or harassment and why? This course covers all forms of illegal discrimination including gender, race, disability, religion, and sexual orientation. It focuses on the legal approach to discriminatory communication, but also examines the reactions of employers, employees, and organizations generally. This course uses the "case method" teaching approach, where many specific examples are studied to produce general conclusions. The course involves role-playing, game-playing, debate, and writing. Course work includes a few short papers, one project, and one test. Maximum Enrollment: 20 Time: I Room: Old Main 18 Documentary Video SPC 347-J Instructor: Deb Redmond Documentary video is a video production course that integrates lecture and criticism with hands-on experience dealing with non-fiction subjects. Students will work in production teams, gaining experience in field production and editing. The production teams will produce a 30-minute documentary piece. Evaluation will be based upon student journals, critiques, and a paper. This course requires additional lab time for editing. Maximum Enrollment: 16 Time: I Room: Science 123 Introduction to Dance (0.0 credit) THR 002-T/HPE 002-T Instructor: Sandra Agustin With each session beginning with a rigorous physical warmup, this class offers an overview of various forms of dance, including modern, ballet, Asian, and Latin forms. Graduation Skill Requirement: Lifetime Sporl Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium Modern Dance/lmprovisation (0.0 credit) THR 004-UHPE 004-2 Instructor: Sandra Agustin Students will learn various phrases of movement incorporating floor exercise and will learn to travel through space using level, volume, and floor pattern, culminating in the creation of short, improvisational pieces. Graduation Skill Requirement: Lifetime Spolt Maximum Enrollment: 15 Time: 12:OO-1:00 M, T j W Th, F Room: Sateren Auditorium introduction to Music Theatre Performance THR 235-J/MUS 235-J Instructors: Sonja Thompson and Darcey Engen See course information listed under MUS 235-1. Topics: Crossing Borders, Bridging Cultures An Interdisciplinary course in Norway for Students in Social Work and Education January 6 - 27, 2000 EDC 495-P/S WK 295-P Instructor: Hans Eriksson; Augsburg contacts: Tony Bibus or Susan O'Connor Will introduce students to modern Norwegian life, with particular emphasis on Norway's systems of education and health and welfare services to children, youth, and families. Students may take one of two separate but parallel tracks: "Winter Recreation Programs with Children and Youth" or "Social Work, Child Welfare Work, and Education." Lectures, field study and practicum experience will introduce students to the content and context of professional practice in Norway as well as the unique Norwegian system of folk high schools. All classes will be taught in English and will contain both U.S. and Norwegian students. Cost: $2465, which includes roundtrip airfare from Minneapolis to Trondheim, Norway, all meals, lodging, program expenses, and course tuition. UMAIE SPP 201-J 3- Augsburg is part of a consortium called UMAIE, Upper Midwest Association for Intercultural Education, that offers overseas learning experiences during the Interim. Further information about the following courses can be obtained from Cynthia Truitt Lynch at the Center for Global Education, CB 307, Augsburg College, 221 1 Riverside Ave., Minneapolis, MN 55454, (612) 330-1650. These courses are offered on a PIN basis only and generally carry a lower division number. *Advanced Spanish Language and Culture in Argentina 'Br~irrttitigC;~tt~rrln in Germany "I,'oitvogi~i,q C,'tdtrrres in Mexico's Yucatan Peninsula Interim Abroad *Egypt in Transition *In the Footsteps of the Crusaders: from Jerusalem to Malta *The Many Faces of Japan *Poets and Their Places: Ireland's Literary Landscapes *Psychology and the International Workplace in Britain *The Rhine Frontier: On-Site Cultural History at the Heart of the European Union Other Interim Abroad Courses HECUA "Environment, Economy and Community in Guatemala *Development and Community in Bangladesh ACTC Creative Writing Workshop at Augsburg College Locating Yourself in the World Through Poetry Course will carry upper division English credit Instructor: Roseann Lloyd This course gives advanced writing students new ways of expanding their range in poetry. Students will develop their range by intensive writing practice-poems in many forms: lyriclnarrative poems, section poems, monologues, prose poems, political poems. Students will keep a Voices Journal, collecting language around town. In addition, each student writer will conduct an interview of an older person and make poems from that interview. The class texts focus on poetry that observes the world, poetry grounded in a particular culture, such as Five Fields, by Gillian Clarke, Touching the Fire: Fifleen Poets of Today's Latino Renaissance, edited by Ray Gonzalez. Evaluation will take into account the completion of process/exercises, class attendance, and a final portfolio. This is an upper division class for writers who are committed to their own writing and have already completed an introductory creative writing class at the college level. Each ACTC college may send three writers to the course, on the recommendation of the creative writing faculty. To be considered for enrollment in this course, contact Cass Dalglish, (612) 3301009, or Roseann Lloyd, (612)330-1423,before registration. Time: Monday through Thursday 12:OO-4:OOp.m. Fridays will be used for extra conferences, interview time, and group work. Room: Anderson 100 ACTC Other Courses These courses are offered by institutions or groups not connected with Augsburg College but have been approved for credit by the College. Most carry a tuition cost plus other expenses that are the responsibility of the student. They are offered only on a PIN basis. The Washington Center 2000 Academic Seminars Campaign 2000 January 3-14, 2000 POL 398-A This is a two-week intensive session held in the heart of the United States government that will focus not only on the new millennium but on the beginning of a new presidential campaign. In the two-week session, the following will be the primary focus: Campaign Politics, and The Media Pursuit of the Presidency The Washington Center is offering the above two topics for the session. Augsburg students must register for the whole two-week session in order to receive credit (January 3-14). Credit is available from the political science department for this program. The course is a passlno credit course based on participation in program activities including site visits, small group seminars, and journals. For further information about the program, contact Prof. Underhill-Cady in Memorial Hall 112b or at (612) 330-1312, or by email: <cady@augsburg.edu>. There are five scholarships available to cover registration and tuition costs based on priority in registration through Prof. Underhill-Cady's office. Other Courses I
Show less
- Title
- Augsburg College Interim Catalog, 1986
- Collection
- Course Catalogs
- Search Result
-
Introduction to Interim
Interim is an integral part of the school year at Augsburg College. The college follows a 4-1-4calendar, with Fall and Spring
semesters of approximately 14 weeks separated by a four-week
January Interim. Interim is particularly intended to be a time
for both students...
Show more Introduction to Interim Interim is an integral part of the school year at Augsburg College. The college follows a 4-1-4calendar, with Fall and Spring semesters of approximately 14 weeks separated by a four-week January Interim. Interim is particularly intended to be a time for both students and faculty to employ styles of teaching and learning and to investigate questions and topics in places and ways not possible during the regular term. There will be no summer Interim in 1986. Since one Interim course equals a full-time load, students should plan to spend the same amount of time in class and preparing for class as they would for a four-courseload during Fall and Spring semesters. Students can register for only one course credit during Interim. There is no tuition refund for a student who chooses not to enroll in an Interim course. Most Interim courses are graded traditionally on a 4.0 to 0.0 scale. Students generally have the option to register on a Pass/ No credit basis. A few Interim courses are graded only on the P/ N system; this is indicated in the course description. Some courses are offered with either upper or lower division standing. Such Interim courses have two numbers listed and the student must select. Students registering for upper division standing should anticipate additional assignments and a more rigorous grading standard. To graduate, an Augsburg student is required to complete 35 courses of which at least three must be Interim courses (or one Interim less than the number of years of full-time enrollment at Augsburg; e.g., a transfer enrolled full time for two years is required to complete one Interim for graduation). Augsburg Policy It is the policy of Augsburg College not to discriminate on the basis of race, creed, national or ethnic origin, age, marital status, sex or handicap as required by Title IX of the 1972 Educational Amendments or Section 504 of the Rehabilitation Act of 1973, as amended, in its admissions policies, educational programs, activities and employment practices. For More Information Interim Off ice (Memorial230) Interim Secretary, Sue Schmidt at 330-1025 Interim Director, Dr. Don Gustafson, at 330-1192 (Memorial 114G) Interim Calendar November 4-8 . . .Interim Registration December 9 . . . .Late Registration for Interim January 6 . . . . . .First Day of Interim First Day Class: Time I -9 a.m. Time 11-1 p.m. January 7 . . . . . .Last Day for CanceVAdd January 13 . . . . .Last for Determining Grading System for Half Credit Courses January 14 . . . . .Last Day for Withdrawing from Half Credit Courses January 17 . . . . .First Group of Half Credit Courses Ends January 20 . . . . .Second Group of Half Credit Courses Begins January 20 . . . . .Last Day for Determining Grading System with Registrar January 21 . . . . .Last Day to CanceVAdd Half Credit Courses January 22 . . . . .Last Day for Withdrawingfrom Full Credit Courses January 27 . . . . .Last Day for Determining Grading System for Half Credit Courses January 28 . . . . .Last Day for Withdrawing from Half Credit Courses January31 . . . . .InterimEnds February 4 . . . . .Validation of Spring Class Registration February 5 . . . . .Spring Semester Begins . The number and length of class meetings a s well a s the beginning time will be arranged the first day of class. The daily schedule for Interim is divided into two blocks of time: Time 1-8 a.m. to 12Noon Time 11-1 p.m. to 5 p.m. Interim Catalog The catalog lists courses by departments. Departments are listed in alphabetical order. At the end of the book are listings of other courses not offered by Augsburg but recognized by the college for Interim credit. Further descriptions and information about these courses are available in the Interim Office, Memorial 230. Students may also register for one of the Lifetime Sports listed at the end of the Catalog. Building Key L-Library all M-Music H OM-Old Main P-Psychology S-Science Hall Options International Interims-Students are invited to be part of one of the 27 international interims offered by the Upper Midwest Association for International Education (UMAIE). These course opportunities are listed near the end of this catalog. Internships-Students electing an internship must present a completed internship learning contract to the Internship Office (Memorial 230) no later than Tuesday, November 26. Contract forms are available in the same office. Independent or Directed Study-Students may elect a program of independent study (upper division 499) or directed study (lower division 299) for Interim. Faculty members are strongly discouraged from accepting responsibility for more than one independent or directed study per interim. Students choosing to pursue independent or directed study must: 1. Meet departmental requirements. 2. Present to the Registrar for approval a copy of the proposed study plan approved by the supervising faculty member. This proposal must be submitted at least one week before registration and no later than December 4. Appropriate study proposal forms can be obtained in the Interim Office. Interims at Other Schools-Augsburg students may enroll at any other 4-1-4institution which offers a reciprocal Interim arrangement. Catalogs of these Interims can be consulted in the Interim Office. The Interim Secretary will help students in applying for registration at other schools. Registration for Interims at the other Twin Cities colleges will be done at Augsburg during the regular registration period. Most courses taught during the Interim at other 4-1-4schools are accepted for credit by Augsburg, but may not necessarily be accepted as meeting Augsburg's distribution requirements. This qualification particularly affects courses offered for the Religion requirement. Visiting Students Augsburg College welcomes students from other 4-1-4 schools for the January Interim without tuition charges provided the student's home institution agrees not to charge tuition to Augsburg students for the January term. The waiver of tuition does not include special fees, housing or board costs. Other students will be charged $495 for the Interim course. Students interested in registering for an Augsburg Interim should write to the Interim Director for application forms or use the forms provided by the interim office at their own school. There is an application processing fee of $10. Students are welcome to stay on campus but are not required to do so. Requests for Interim housing should be made to the Interim Office. Environmental Aesthetics ART 102-48001 302-46002 Instructor: PhilThompson In this course there will be a focus on readings in the area of the man-madevisual environment and consideration of the principles of design with concern for appreciation and criticism. There will be projects in art media exploring the visual elements and the design process. Each student will do one special project (a slide essay on a cultural landscape topic; or a gallery environment event; or some other project approved by the instructor). There will be about eight other text related design projects required. Grades will also be based on one or two examinationsplus a final. Distribution:Art - Music Time: 11 Room: OM 4 Life Drawing ART 247-48003 Instructor: Norman Holen A study of undraped figures for art students and non-art students. The figure will be depicted in various settings with a variety of media for varying lengths of time. The poses will extend from one minute to an hour and a half. You will be introduced to the 2 B and 4 B pencils, the charcoal pencil, and pastels. Fee: $25due the first day of class Distribution:Art -Music Time: I Room: OM 17 BIOLOGY Plants and Civilization BIO 102-46004 Instructor: Erwin Mickelberg A study of the profound influence of plants on mankind's economic, cultural and political history, as well as the steps that civilization has taken to improve chosen plants for use. Some plant anatomy and physiology will be discussed. Academic evaluation will be based on course exams. Distribution:Chemistry-Biology Time: I1 Room: 205 The Biology of Women BIO 231-46005 Instructor:Roberta Lammers The objective of this course is to provide a basic understanding of the structure and functioning of the female human organism as well as to evaluate misconceptions about women that have arisen in the history of biology. We will study first the structure and physiology of women, including the determination of sex, nutritional needs, menstruation and menopause, as well as other developmental issues. We will also consider women's health issues such as pregnancy, birthing and particular occupationalhazards. In a section on evolution we will look at various interpretations of human evolution and the social relationships of women and men. FkmUy, if time permits, we will consider the scientific contributions of some women biologists. Evaluation will be based on weekly quizzes as well as individual reports, which will be either written or oral depending on the number of students in the class. Prer uisite: High school biology Dish%ution: Chemistry-Biologyor Women & Minority Studies Time: I Room: S 329 11 1986 Oak Ridge Associated Universities Science Minimester BIO 322-46006 PHY 322-46007 Instructor:Robert Herforth A study of nuclear radiation with emphasis on applications and "hands-on" laboratory experience for the individual student. The course will consist of (1)introductory work on radiation detection and measurement at Augsburg, (2)participation in the 1986 Oak Ridge Associated Universities Science Minimester where the student has the opportunity to study projects in nuclear radiation physics, radiobiology, radiochemistry, environmental radiation, coal technology, health physics, and radiological safety; and (3) summary and evaluation of the program back at Augsburg. This course is a cooperative venture with Oak Ridge Associated Universities-Professional Training program. Two weeks of the course will be spent in Oak Ridge, Tennessee utilizing the instructional staff and laboratory facilities of ORAU. These facilities provide an opportunity for laboratory experience not normally available to undergraduate students. Cost: 8350 for travel and housing (approximately) Prerequisite: Consent of instructor Time: I Room: S 24 II Biological Evolution BIO 431-48008 Instructor:Ralph Sulerud That organisms have evolved and, accordingly, all creatures are biologically related are probably the most significant conclusions which biology has contributed to human knowledge. The antievolutionist arguments of the "scientific creationists" will be investigated in this course. However, to the vast majority of biologists evolution is accepted as a fact, and the evidence in its support will be examined. Biologists do not agree concerning the mechanisms and pace of evolution. Indeed, theories as to these matters have evolved and continue to do so. Much of the course will involve historical study of evolutionary thought from pre-Darwiniantimes to the present. F'inaUx we will address the course of evolution from the origin of life itself to the origin of human life. There will be a variety of readings, and classes will consist of lectures and discussions. Grading will be based primarily on quizzes and tests. Prerequisites:BIO 111 and 112or permissionof the instructor Time: I Room: S 205 BUSINESS II Augsburg Goes to Business BUS 321-46010 Instructor:Thomas Morgan "Augsburg Goes to Business" is a one-month senior seminar for business and economics majors. The goal of the seminar is to provide a better understanding of the diversity in organizations and the varied environments in which and the many constraints with which they must operate. Three objectives emerge: 1. to develop a clearer understanding of how the different functional areas of an organization operate on a day to day basis and how these "parts" are integrated into the overall operation of the firm. 2. to examine the extent to which "textbook approaches" correspond to "real world" situations and are able to accornrnodate practical application. 3. to explore potential conflicts between individual (personal and career) goals and the goals of the organization; addressing how these conflicts may be resolved. u&ite: permission of instructor zz7 Room: P 2 IIntroduction to International Business BUS 152-46070 BUS 352-46071 Instructor: Arnin Kader This course is designed to introduce the student to the problems and possibilities of doing business in an international context. Appreciation of the perspective required for successful planning and management of an enterprise operating abroad is emphasized by foreseeing both the opportunities and the difficulties inherent in international business. The case method will be employed. Evaluation will be based primarily on performance in working the cases assigned. Prerequisite: A minimum of two business courses for upper division registration. Time: I Room: OM 22 IEntrepreneurship BUS 295-46077 Instructor: John Cerrib The object of this class is to provide students who are not majoring in business with entrepreneurial skills necessary for starting and running a small business. The student will be exposed to various aspects of small business management and will be required to prepare a business plan for a "model" business. The student will be evaluated on the basis of the "model" plan, on tests and performances on small business case studies. Time: I Room: M 23 Micro-ComputerAccounting BUS 294-46092 Instructor: Richard Herzog This course will provide an introduction to the micro-computeras it relates to financial and managerial accounting applications. Topics will include: micro-computer hardware and software; accounting spreadsheet and database applications. Emphasis will be on the IBM-PC or compatible hardware and Lotus 1-2-3software. Students willbe required to read a text and other material, hand in homework assignments and take tests over the assigned material. In addition, computer reports will be handed in for evaluation. Prerequisites: Principles of Managerial Accounting (BUS 102) Time: 11 Room: S 213 Advanced Personal Computing BUS 378-48093 Instructor: Milo Schield The object of this course will be to study advanced personal computing applications and their business uses. We will use the Augsburg IBM PC Network to study - advanced word processing (Word Star 2000) - advanced spread sheet techniques (macros and templates) - advanced data base featuresd @-BaseI11and Power Base) - business graphics (free form paint and fixed form analytic1 presentation) - integrated packages (Symphony) There will also be visita to local businesses using these applicationa, This # m e i s designed for students who are already familiar with h i c Personal Computing applications such a s Appleworks and .Lotus. Evaluation will be based on the following: 10% on attendance and participation; 40% on tests; 50% on group projects. Fee: $20--but no required textbook. Prerequisite: BUS 250 (DataProcessing) Time: I Room S 123 CHEMISTRY Chemistry for Changing Times CHlM 100-46013 Instructor:Arlin Gyberg This is a non-laboratory chemistry course based on the very popular book by John H. Hill of the same title. It is not a traditional background. Bachemistry cotu'se m d d m not =sume a ~ c i m m sic science: a n d math EWE introduced early and are t,augl:llta8 needed for understmding the various topics .md implications. T h e course does assume the student is interested in and concerned about the relationship of chemistry to life and living. Chemistry has been intimately a part of liberal education for centuries. The early scientists were considered to be philosophers and their societies were philosophical societies. In recent decades the human eekicingof perwond independence has led to chemistry becoming a part or everyday Lire to 4,he pht of actud dspondence on chemistry W e live in n world or pcsticidos, fertilizers. pIasticer, "the pill," food additives and processed foods, vitamin supplements, the energy crisis, chemical dependency, biocides, pollutants, drugs, searching for life on other planets, genetic manipulation, and it goes on and on. Emotions and mental disorders can often be traced to chemical imbalance. The common dragged out, Chemistry for Changing Times (wn't) grumpy feeling after an afternoon nap is a result of a chemical imbalance. The nature of a hangover is the result of a complex system of altered body chemistry Even learning appears to be the result of chemical reaction to form a "memory molecule." Most of the problems we face are molecular in nature. What then but chemistry can better help us to understand ourselves, our society, our world, and our universe? Come join us as we take a molecular look at the human condition. This course will be offered in a lecture/discussion format. Films will supplement the lecture/discussion periods. Test will be used for evaluation. This course does not satisfy prerequisites for Chemistry 106,116or 223. Distribution: Chemistry-Biology Time: I Room: S 315 The Science of Very Large Molecules CHM 104-48014 Instructor: SandraOlmsted A survey of plastics, polymers, and proteins that will investigate the unusual properties that make these materials useful. Also included will be a short history of these materials, with their economic importance or biological interest. Grades will be determined by two exam scores, and a final paper which is due the last day of class. Distribution: Chemistry-Biology Time: 11 Room: S 315 FORTRAN CSC 270-46045 Instructor: Larry Ragland A study of the FORTRAN programming language for students with some previous knowledge of programming. This course will expand the student's knowledge of programming and programming languages through presentation of the features of FORTRAN together with programming techniques for using those features. This course will involve lectures and programming assignments in FORTRAN. Evaluation will be based on the programming assignments and examinations. Prerequisite: One course with a study of a computer language (e.g. CSC 170 or lVLAT 175) Time: 11 Room: S 112 E Understanding International Trade and Finance ECO 360-46012 Instructor: Ed SabeIla This will be a study of the underlying forces affecting the economic relations among nations. We will consider the development and bases of international trade, the balance of payments, the mechanisms of adjustment and general commercial policies. Grading will be on the basis of examinations and possible other written assignments. uisitei: ECO 122 a$d 123 or permissionof instructor Room: OM 16 EDUCATION Student Teaching EDS 481-46015EDE 481-46019 EDS 482-46016EDE 482-46020 EDS 483-46017EDE 483-46021 EDS 484-46018EDE 484-46022 Instructor:Trudi Fulda Observing and directing learning under supervision of college and secondary school personnel. This is a full day experience in a school. Grading is PIN only Prerequisites: Acceptance in Education Program and permission of instructor. Time: I Room: L 4 ENGLISH E Five College Fiction Writing Workshop ENG 362-46098 Instructor: Lon Otto This workshop seeks to increase the participants' range and intensity of the participants' fiction writing, sharpening their critical skills, and broadening their awareness of contemporaryfiction and the literary tradition of which it is a part. Discussion the first week will focus on readings from an anthology of mostly recent short stories. The remaining three weeks will focus on stories written during the Interim by members of the class. The stories will be duplicated and distributed prior to each meeting. Students Fiction Writing Workshop (con't) will write three substantial stories and will be expected to participate actively in the critical discussions. There will also be opportunities for individual conferences with the instructor. Evaluation will be based on work written during the Interim, on willingness to engage technical suggestions, &d on vigorous, constructiveparticipation in the workshop's discussions. Faithful attendance is essential. Three students from Augsburg will be accepted for this course. Interested students should contact John Mitchell in the English Department. Fee: $10 Prerequisite: Some experience in fiction writing; preferably at least one creative writing - course on the college - level Time: 11 Room: McNeely $301- St. Thomas IThe Short Story ENG 240-46024 340-46025 Instructor: Kathryn Swanson We will read a variety of short stories for pleasure and understanding. The selected stories will include the major genres, such as the science fiction of Kurt Vonnegut, the detective fiction of Arthur Conan Doyle, the humor of Mark Twain, and the experimental fiction of Jorge Luis Borges. Women such as Doris Lessing and Joyce Carol Oates and blacks such as Ralph Ellison will be among the authors studied. Although the course will not involve a systematic analysis of the history of the form of the short story, a sufficient number of classics will be assigned for the student to appreciate the historical development from Poe to Beattie. The course will involve practice in ways of approaching literature and will include study of the basic critical terminology, so it would be an appropriate course for students who have not yet studied literature at the college level. Students are expected to read the stories, participate in class discussions, write a paper on a topic selected with the advice of the teacher, write a short story, and take several tests. Effective Writing is not a prerequisite but students will be expected to write with clarity Distribution: English-Speech Time: I Room: OM 23 The Dark Side of Genius: Films of Alfred Hitchcock and Ingmar Bergman ENG 260-46026 460-46027 Instructor:John Mitchell Using selected films, the course will compare the popular cynical vision of Alfred Hitchcock with the problematic existential vision of Ingmar Bergman. Literary texts related to biography, film criticism, Freudianism, and existentialism will also be assigned a s background material. Class procedure will involve lecture, discussion, and the showing of about eight feature films. Because of the time required for introductions, projections, and discussion, students should expect class periods of three to four hours in length. Although the course should be enjoyable and even fun, students should expect to study the films rather than merely watch them. Grading will be based upon occasional quizzes and a critical paper of about 12 pages in which the student will compare the two visions. Students who wish to take the course for upper division credit must have mrrnission from the instructor. Fee: $25 for rental of films Time: I1 Room: SCI 123 Grow Old Along With Me ENG 209-46023 Instructor:Barbara Andersen You, too, will enter Middle Age and, eventuallx Old Age-if you live long enough. What do poets, dramatists, and novelists have to say about this process? A lot. Among those that we may read are: Hassler's "Simon's Night," Anderson's "I Never Sang for My Father," Sarton's "As We Are Now," Miller's "Death of a Salesman," Tillie Ohen's, "Tell Me a Riddle," Pyrn's "Quarter in Autumn," Wright's "Fire Sermon," Berry's "The Memory of Old Jack," Woolf's "Mrs. Dalloway" We hope to see some films such as "AU Your Parts Don't Wear Out at the Same Time." What do real live people have to say about old age? A lot. You will be expected to find out what they have to say by interviewing several older people in several different settings. Evaluation will be based on readings, examinations, quizzes and interview journals. Distribution:English-Speech Time: I Room: OM 10 E Love in Literature ENG 269-46068 Instructor:Ron Pal& This course will examine several literary depictions of passionate love including the Biblical "Song of Songs," Ovid's "The Art of Love," Shakespeare's "Romeo and Juliet" and "A Midsummer Night's Dream,"and more recent works including Chopin's "The Awakening" and a modern romance novel. Also studied will be poetry from different historical periods and material from the social sciences. The course will study changing concepts of love and show how literature reflects and creates concepts of love. Students will write two papers, take two tests and attend a few assigned plays or films. Prerequisite:ENG 111 or a college literature class Distribution: English-Speech Time: 11 Room: OM 25 FRENCH French Literature in Translation FRE 243-48028 Instructor: Ruth Aaskov Study of representative shorter French works in English translation. By reading and analysis of a common core of varied works we will strengthen communication and critical skills, develop cultural sensitivit~and become acquainted with significant French writers. Mini-lectures and study guides will help focus attention on the works. Much class time daily will be devoted to small group discussion and exchange of ideas. Evaluation based on group work, progress, quizzes, writing assignments, and a short independent study Prerequisite:Sophomore standing Distribution: English-Sueech Time: I Room: OM 27 - - HEALTH & PHYSICAL EDUCATION Prevention and Care of Athletic Injuries HPE 475-46081 Instructor: A1Kloppen Emphasis placed on preventing injuries. Treatment of common athletic injuries. Practical experience in taping and training-room procedures. This is a half credit course. Prerequisite:HPE 350Kinesiology Time: II -Jan.20-31 Room: Melby January 4-23,1986 Sailing in the Virgin Islands HPE 455-48036 Instructor:Joyce PPaff Designed for the beginning and intermediate sailor interested in the art and practice of sailboat cruising. The course will focus on taking the participant to a competent level of sailboat handling (anchoring,mooring, helming and crewing). The student will live aboard a 42' fixed keel sailboat with six or seven other people and will function as an active crew member. Actual on-the-water instruction will be the major part of the course. This willbe supplemented by sessions dealing with safety, boat handling, boat systems, provisioning, trip planning, piloting and navigation. Sailing will include cruises to various islands and cays in the British and American Virgin Islands. Snorkelingand windsurfing will be available on an optional basis. Evaluation will be based on individual demonstrated competencies in crewing and leadership in the role of "acting captain." A daily ships log will be kept by all participants and a final written exam willbe given. Cost: $2100 Distribution:Lifetime Sports Human Sexuality HPE 216-46035 Instructor:Richard Borstad and Nancy Medcraft The course will examine the biological, psychosocial, behavioral, and cultural aspects of human sexuality Opportunities will be provided for students to explore and assess their values about sexuality Included in the course are the following topics: gender issues, male-femaleanatomy and physiology, communication and sexual behavior, sexuality and the Life cycle, sexual problems, and s d issues related to sexual behavior. Lectures, readings, guest speak ers, films, and small discussion groups willbe utilized. Evaluation will be based on mid-termand final exams, and a research project. Fee: $10 Time: II Room: M 24 Recreational Rhythms and Activities HPE 232-48080 Instructor:Lynn Mackenthun Theory and practice in teaching and performing American heritage and international folk dances. Exposure to New Games concepts and activities. The majority of the course grade is based on participation in class activities, a teaching assignment, and a written test. This is a half credit course. Time: II - Jan. 6-17 Room: Melby Eastward to America: Limited Hospitality HIS 220-46036 320-46037 Instructor:Khin Khin Jensen An investigationof the rationale for the immigration pattern, economic opportunities, and social, political and economic problems encountered by the following immigrants: Chinese, Japanese and Koreans in the United States. Focus on these three ethnic groups will involve both the "old immigrants and the "new" immigrants. Course will utilize ethnic speakers (Chinese, Japanese and Koreans) in a home environment-discussion format. There willbe ethnic meals, ethnic cooking demonstrations, films, slides and field trips-all these are important components of the course as are the academic components such as readings. Focus is on the experiences of these ethnic groups in Hawaii, California and Minnesota. Upper division students will do a paper and a journal, lower division will do a journal. There will be an exam on the text and readings. Fees: 816 Prerequisite: Lower division none. Upper division: sophomore standing and consent of instructor Distribution: History-Philosophy Time:I Room: LI Myth and Myth Making HIS 219-46038 HUM 275-46097 419-46039 Instructor:Richard Nelson A myth is not something patently false or absurd, although popular usage has emphasized its fictional quality Myth is the means by which people and cultures explain themselves to others and to themselves. In this course we will examine mythopoeic thought and the myths which that process evolved in the ancient Near East, Greece and Rome. We will read mythological literature in translation and modern commentaries on the nature of myth making. These mythologies will be studied within their historical and cultural context, resulting in a final paper on a topic to be decided upon between student and instructor. In addition, (dependingon production timing)the class will attend a Twin City based production of Euripides' "Trojan Women" during the term. Prerequisite: Permissionof instructor for upper division Distribution:History-Philosophy Time:I Room: OM 13 - January 2-26,1986 Hawaii: A Cultural History HIS 321-46104 Instructor: John Benson. and James Johnson 'She cultural and h i s t o r i d resources of Hawaii offer a richly endowd classroom Por study during J a u q The objeativo of this mume is to provide a basic understanding of I-Iawaii's history,ethnic diversity, and religious heritage through lectures, toms, books and travel. In addition ta B u d r h i . ~Thoism , and Polynesian religion, the wurse will focus on thc Mormon missions to the South Pacific and the New England Cnlvinist Christianity that sent missionaries to the Hawaiian Islands. T l ~ a r wiU s d s e be a unit on the w ~ nBuddhist-Christian t dialogue. Further information can be obtained in the Interim Office or from Mary Kingsley in the International Center, Old Main 20. Cost: $1,895 Distribution:Religion (by petition) INTERDISCIPLINARY The Art of Being Female INS 216-46078 416-46079 Instructor: Sara Eaton Zf women's experience of culture is different from men's, do they write about it differently? Do they use the same words but mean something else? Do they paint from a forninlne perspective? Do they campme and ning a different music? Or a m these aU questions of interpretation? Tn an at,temptto answer these qumtiona, we will study some of the literature, visual arts,and music m t e d by women in the k t 400 years. Beghnhg in the Renais~mco,with tZro love poetry Mar5 Queen of Scats. wrote to Bothwoll, and ending with Georgia O'Keefe'a and Judy Chicago's art and w v ~ r a mnmmporary l novels by womcn, we will analyze what female arlists are t e h g UE in their art and how they t~1l us. The murst; iR croes-disciplinw; students will I x encoumged t~ develop their own topics of atudy and supplement and the course cont~nt.Thore will be a rcquircd amount of reeding, viewing and listening. hower division students will write a 5-7 page essay Upper division students will write a longer papex (850 pagee) and give n presentation b e d on their topic to tho class. There will not be a find exam, but approximately half the grade will come from quizzes on the assignments. Pre uisite:English 111-EffectiveWriting Diszution: Urban. Women's and Minority Studies Time:II Room: OM II Central America: The Roots of the Crisis INS 280-46034 Instructors:Norman Walbek, Vern Hanson. Staff from Center for Global Service The crisis in Central America is one of the major foreign policy issues of the decade. The purpose of the course is to expose participants to the complexities of the issues involved, and to examine the root causes for the desperate conditions that exist in most of the region. The course will be a joint offering of Augsburg, Gustavus, and PLU. The first part of the course will be held on the three respective campuses, examining key events in the history of Mexico and Central America and looking at the current readings and discussions. On January 16, we will depart for Mexico where we will spend five days at the Augsburg Center in Cuernavaca. From January 2 1-26, we will be in Nicaragua, housed at another facility managed and staffed by the Center for Global Service and Education. In both countries, encounters with people from the churches, political, cultural and business organizations will be provided. In addition, there will be on-sitevisits to peasant cooperatives, squatter settlements, historical sites, etc. Particular attention will be given to grassroots Christian communities and other ways in which the poor are relating the Bible to their daily experiences and seeking to organize themselves to bring about more just social institutions. The schedule will be an intensive one, but will also provide opportunitiesfor group reflection and worship, and free time. The final week of the course will be held back on campus, and will be a time for de-briefingand evaluation. During the first week, participants will be required to read 1-2 books, a packet of related articles, and give an oral report on an assigned topic. During the trip, students will be required to keep a journal, and upon return, write a final reflection paper, due on January 31. Cost: $1420from Minneapolis Ineludem all travel expems, meals. lodging:and program in M e d w ancl Nicaragua. Cost is subject to change due ta an airfare inmawe prior to departure. World Hunger and Justice Education: Developing a N e w World View INSm - 4 6 0 3 1 REL 2 W 4 W 3 2 h t r u c b r a : Joel Mugge, Center for Global Servimand Education, tmd George S. Johnson. ALC Hunger P r o w The course will mlrvey the most recent reports and analysis of the current holocaust or global hunger ineluding the root causes,the Intemnnectednese to other issues, the hiillical ma,ndateand tho role of justice eclucettion. Attitudes toward poverty and wmlth, justice nnd charity, oppression and Liboration wiU b discussed using biblical material, the U.S. Cntholic Bishop's Lotter on tho U.S. Economy and insights rmm Liboratmion tl~ealom. The purpose wiU 1.w l o build peat,er global a m n e e s , become sensitized to ethical choices, energize us ror action nncl responsible living, a d explore pe%gogical principles for socinljustice. Guesl leczur+ersinclude Norman Barth, Direcur of Lutheran World Belief, Dr. Mark Thomsen. Executive Director of World Mission for.tlm AlC; Ruth Hnlvomn, Director of the ARC Retreat CenWr;Dr. Mark Lund. Prof~ssor of Economics at Luther Collage: world guests in tho Twin Cities ma. and The P t t s t t b weeks of the c o m e will be held at the ARC retreat center in n hautif ul wooded m a 46 milea north of the Twin Citics. Included in the experience will be cumunity building, m ~ . tive use CIP music ,and tlm mCs. trip8 to areas of poverty, opportunity For solitude. and cross-country skiing. T h e find week will be held back in the Twin Cities, where them will be visits to various orgiUli7~vtiomworking on hunger issues, and time for writing a final p a p r . S~udentswill read 1-2books snd related articlee- A f i n a l paper intepatirig the overall themes of the course and readings will be tequired at. the end of thc course. Xduationa wiU k e based u w n this paper and prticipation. Cost: Room md Board at the ARC R e m t Center for the three weeksi willbe-8300, Dhtrlbution: -1 on OnI one fnaourse ma be ueed taw;u%?gr$luat?on rewon reguirementsr RiI The Church and Social Change in the Philippines LNS 274-46033 Instructors: J i m Faurnier, Newman Mter, U d d Q af Minnemta and staff member f o m the Center for Global Service and Education T h e puspose of the course is to help participants gain a olearer underslamling of lhe currant situation in the Pl~ilippines.It is a country that suffers Prom a great deal of poverty and injustice, and one of the mqjor instigators Por mid change 11wbeen the church. Thmugho~~t the coursc, therefore, we will be examining the role of the church and the respnaibifity of Christians inworking for socialand political change. The Church and Social Change in the Philippines(con't) The first week of the come wjll be h ~ l d in htinn~apolis.and will foeus on getting a sense of the h.istOry, dtm,and current economic and political situation in tho PhiZippinea. hcturos, readings and cliscussions wiU & the format for this first week. On January 10,the group will depart for the Philippines. The style of the travel seminar will be quite intensive, and includes encounters with people and organizations representing the different sectors in the urban and rural areas as well as the different tribal p u p s . 'She trip will a h prwide opportunities for group r~flootion m d worship. The p u p will return to Ure Btates on January 26. The find week of the course wi13 be used for debriefing and aduation of the experience. During the first weok, participants will be required to read s packet of articles,m d research and give an oral report on a related topic. During the k i p , students wiU be to keep a journal, and upan return, write a final p a p r reflecting on Ula expex-ience. Grading PIN. Cost: $1995fmm ~ ~ includes all p m v d expenses, o meals, ~ ld@g m d program In the Philippines. Cost i s subject to change due to &are increase prior to the trip. ~~ MATHEMATICS Mathematical Modeling MAT 132-46042 Instructor: Paul Hulse Thie come wiU focus on the dmcdption of various problems in the "real world" L n mathematical terms. Tapics will i n c l ~ ~ dpel y he-, represemtations ofnumbers and various types of geometrg. The course will emphasizethe use of mdyLical methodsr of mamamatios lo study these problems. G~'adeswill b~!based on homework assignments. Prerequisite: Basic algebraand geometry Distribution: M~Wlermttcs-Ph,ysics T i e :1 W r n : OM 21 Linear Algebra In Action MAT 315-48046 Instructor: Bev Durkee A study of several applioations of l i n m in bra, including marlcov chains, Linear p ~ ~ .leastgsqunres , fitting, computer graphics, quadratic transformatione, ctc. as time p x m i t s . G d e s will be determined by assignments of prabtems and examirmtionq. Prerequisite:MAT 215 Time: I Room: S 112 IM Numerical Pattern Processing Through Programming MAT 144-46043 211-46044 Instructor: Larry Copes In this course students will learn to write elementary computer programs in the Pascal language. The programs will generate numerical and other mathematical data to be examined for patterns. Wit11 the help of the instructor and each other, atudente will tost coqjectm lhrough dam, d y s i s anrl further programs. Work will be in individual. small group, and cl~ssroom set1,ings.Evnluation will be through individual propm~s and written reports. For 21 1. s t u d ~ n t sthe , patterns and 1epo1.t~ will ~~equire the rnatilemftticd maturity of one who has con~plateda semester oP coll~ge mathematics at tlls calculus level. Stucknte can expeat, to spend t h e equivalentof a,tlleast half ot'each day with s computer. Prerequisite: For 1.44,Group Dl on Augr~lburgMath Placement Exam. Fur 211. completion of Calculus I with grade 2.0 (C) or better Time: I Room: S 213 IIntroduction to Music Therapy: A Clinical Overview MUS 110-46047 Instructor: Roberta Metzler Visitation of clinical facilities in the Metropolitan area to observe music thempy in practice. Objeckives of the course wiU be to become familim with a variety of client el^ (including mentally retarded, emotional1y disturbed, and phy~callyhandicappod),and t a observe how music thara,pyfunctions with difYerent populations. In addition to the field trips, c h a r w r n diacussior~swill incltlde an overview of music therapy practices and theory in this country and abroad. Evaluation will be based on tests, field trip reports, and clam participation. A special class project will be required for upper division d t . Student times must be flexible, to allow for field trips during &her the morning or afternoon. Fee: $15 Time: I1 Room: M5 Improvisation in Music MUS 129-46065 329-48088 Instructor: StephenGabrielsen The objective of this course is to learn to improvise in a variety of styles. Procedure: Assignments will be given using differing improvisational techniques. Students will perform for each other in class. Upper division students will be expected to produce additional improvisations. Prerequisite: Minimal ability on a musical instrument or instructor's permission Dishbution:Art-Music Time: II Room: M4 Memorizationfor Musicians MUS 151-48048 351-46049 Instructor:James D.Johnson Multiple approaches to memorizing music via a foolproof system. These systems are derived from the harmonic, melodic, rhythrmc, and formal analysis of the music under study For instrumentalists and vocalists. Upper division students will be expected to memorize more, perform more for the class and do more memory work away from their instruments. Prer uisite: Basic music study -3 Room: M4 NORWEGIAN LI Beginning Norwegian NOR 111-46029 Instructor:Leif Hansen The course provides an introduction to the basic skills of listening, speaking, reading, and writing. The first class sessions are conducted without the use of a printed text. Later class sessions provide a thorough introduction to the structures of contemporary Norwegian, but oral expression is emphasized throughout the course. Oral and written tests. Laboratory work expected. Distribution:Foreign Language Time:II Room: OM 29 4 Norwegian Conversation and Composition NOR 311-46030 Instructor: Leif Hansen intensive practice in spoken Norwe,@= with emphasis on pronmaiation and original composition. Some attention given to r e gional variation^ in spoken Norwegian a d to Werences between the two official languages of N o m y Labora,Lorywork and f i ~ l r l experience required. uisite: NOR 211 or equivalent Ez?m* Room: OM 29 NURSING Trends and Issues in Nursing NUR 330-46050 Instructor: Alice Stark This course ie intmded to give &u&nts a bmad perspective by jnb-uducing current trends a d issues in health care and the pmiession of nursing. Many of the issues are oontroversid, are relevant to c m ~ o npractice t md have potential for fwreacllingeffects in h a l t h care. Students will be grzded on group prcsontations, written examinations and field trip reports. Prerequisite: Registered Nurse Time: I Room: OM 11 PHILOSOPHY What Do You Think of That? PHI250-46053 Instructor: Ken Bailey There are many puzzling issues in our lives and world which deserve some clem m d careful thought. What dlalX we thinlr m d say a b u t such contexnporary issues as Freedom of the Will, C m Cornputera Think?;and What are the Grounds of Moral Responsibility? Zn t h i course ~ we will CliRcu~sthme and other concerns that confront our age, in an attempt to understand them more clem-15 Discussions will be based upon roadin* from a wide selec1,ionof authors, some traditional (such as John Locke, Fkne Descartes, anrl William James);and some very much in the forefront of contemporary diF;cuesion (such as Ayn Rand, B.F. Skinner, Sidney Iloolc, and Jokn Roup~m). Their views are provocative, to say the least, and they will challenge you to ask,again and again, "Well, Now. What Do You Think of That?" Grades based upon mid-term examination, final examination, and discussions. Distribution: History-Philo8ophy Time:11 Room: OM 23 Angels and Devils: Their Existence and Nature PHI248-48051 346-46052 Instructor: Mark Fuehrer 736s course inquires into the ~Astance and nature of those beings that are intelligencas and trarlitiondly identified w i t l the ~ anaelic and demonic natures. W e shall investigate the evidence of such kings, su1vcy the Mary of tl~eirconcept and attempt to answer certain philosophical qvastiona abut them (sud~ as whether they arr: unitcd to material M c s of any l h d , how thny differ from each othur. m d how they a m ordered m d ranked). FurU~ern~ore we shall survey t l ~ erepresentation of such kings in m. Literature, and on the s-e. Besides a gmewl examination, students will be expected to do research on some specific topic m d report periodically on progress of this rewrt. T h e reprt will bF r e d in class and submitted as a term pqxc Final grnde will consist of exanxination, evaluation of oral progress reports. and final report. U p p r division students will have more cliff icult topics %signed and write longer wporta t h a n lower division studenf.~. uisite: One philosophy or religion course EE3 Room: MEM 323 PHYSICS Numerical Methods in Physics PHY 345-48076 Instructor:Jeff Johnson ' Throughout history physicists and in fact dl scientitsts. ha,ve endeavored In cwmprehend the physical world in all its pnerdity by formulating pbsical law^ in the concise language of rnathcmatics. However, these mathematical ecluations which describe physi- calayaterns a r o rarely solvable in nnalytictal closed form. Tlzerefore, an appreciation l'or and an und~rstandingof' approximation and nume~.lcal techniques is essentid for a prmticjng sciontist. In this course we will study 1)Numerical integration; 2) Solutions to 1st order differential equation: 3) Sch~dinger'sequation (an example of a 2nd order differential equation). The solution to Schrodinger's equation is important in physics and chemistry and therefore we will devote a substantial amount of c h s time to it. Student performance will be based on problem assignments and computer projects. Prerequisite: Math 226: Phy 245 and some programming experience or permission of instructor Time: I1 Room: S 329 Introduction to Weather PHY 106-48041 Instructor: Noel Petit A study of the science of rnotwmlogy which will prwide a working b o w l e d g ~ of the principles of ntmosphesic science. Attention will be given to four bwic weaa: obscnting the weather (including state oP the art instrumentation), unde~atmciingweather pat.terns, far~aastingwesther changes and understanding the world's climate. Relatcd topics to be included are: hydrology (study of the earth's water cycle), pollution, economic erC~ctsof the w~sthecand weather's jlnpmt on world events. This course iff d o s i g n d to br! an elective or ~ a t i s r y the Mathem~ttim-Physicsdistribution requirement Cor the liberal arts st,ud~mt. The course will includo daily lectures, assignments (one or two laboratory ~ e s s i o n swr week), two one-l~atrrexaminntiom and a rrsearcll project. Prei uisite: High school Disaution: Mathematics hyucs Time: 11 Room: S 212 Vbr? The Discarded Image: Our Evolving View of the Universe PHY 109-46075 Instructor:Mark HoUabaugh Men and women orbit the earth in the Space Shuttle. Geologists u x-rays from study rocks from the moon. A ~ ~ o p h p i c i s tdetect what might be black holes. These mdm,vors are a part of our world and form our modern imaga of the universe. But our image of the universe has changed, often slowly. When confronted with Ch~opernicus'assertion that the sun, not an irnmovable ~arth, was t h center ~ of the turiverse, Martin Luther quickly cited J o ~ h u who a told the sun,not the e a r t h to stand still! Beginning with the views of the Greeks, Babylonians, Hebrews and Native Americans, this interdisciplinary course will examine the impat of poople and discoveries on o w oasmological view&: Copedcus, Cblika, Kepler, Newton, the tele~~mp, Hubble, Einakin, high energy nstrophysicg,Hawking, and space travel. The class will follow a seminar format consisting of lecture and discussion. Each student will prepwe a major p a p r or project nnd present it to the class. Extensive reading, including original sources, will be required and there will be some mtl-onomicd o b servation exercises. Distribution:Mathematics-Physics Time: I Room: M 24 Special Functions and Their Applications in the Physical Sciences PHY 327-46073 MAT 327-46074 Instructor:Ken Erickson Certain mathematical functions find m e throughout the physical sciencoa a d engineering dieciplinw bemuse of the high degree of s y m m e t ~ ythey can represent. This course will acquaint the student with four categories of functions md their applicntions: hgendre polynomja and spherical harmonics, Bessel functions, Fourier series m d t r m ~ f o r m sand , fullctions of a conlpl~xvmriable. The study of these special mathematical functions willbe stressed through-their application to numerous physical systems possessing the appropriate symmetry represented by each of the functions. Student performance willbe evaluated on the basis of exams, several problem assignments and a project. Prerequisite: PHY 122 (or consent of instructor)and MAT 224 or equivalent Time:I Room: S 212 POLITICAL SCIENCE The United Nations POL 166-46068 366-46069 Instructor:Manjula Shyam The course will involve detailed study of structure, purpose and functions of the United Nations; geographical,historical, cultural, political and economic background of the member states of the Security Council; selected current topics before the United Nations; and procedural rules of the Security Council. The course will lead to a six to eight hour simulation of a meeting of the Security Council. Evaluation of students in the course will be based on three short papers and on performance in the simulation. Participation in the simulationis compulsory. Upper division students will be required to submit an additional paper analyzing the political processes of the Security Council. Prerequisite: One political science course for upper division credit Distribution:Economics-PoliticalScience Time: II Room: OM 13 The Politics of International Economic Issues POL 461-46056 Instructor: Mary Ellen Lundsten The warall goal of the course is to understand how the international ~ y ~ t eismconceptualized differently Prom a world view emphasizing nation-state unitg. 7 3 pursue ~ this goal students wiU Yo. GUA on sclwted politid and economic questions which prvoccupy the headlines of 1985. Course objectives: 1. to explore the linkage between contemporary economic problems and political configurations in the international system, and 2. to examine the political conflicts and choices confronting world statesmen-in the changing economic environment of the mid-1980s Course content: 1. theories about the structure of international politics and economics, the debate over the meaning of interdependence in the world of the 1980s; 2. specificissues of political economy, such as the change in the distribution of economic power during the past decade, the possibility of trade wars among 'advanced industrial countries, efforts by national leaders to coordinate their domestic economic pities, and ad;justmentof ~pecificsectors, such as agriculLur~! m d finance, within a variety of countries; and 3.a simu la tioir of the w a y decision-makerscope with changes in the world economy Students will organize discussion groups for oral presentations and critiques of readings, simulate international policy-making roles, and prepare essays in a written take-homeexam. Prerequisite:Pol Sci 160 Time: II Room: M 22 PSYCHOLOGY Developmental Psychology:Adolescent and Young Adult PSY 352-46096 Instructor:Duane E. Johnson Emphasis on normal development and behavior. Consideration of data and theory related to development during the adolescent and young adult periods of life. This course will be conducted as a seminar with a high level of student participation. Procedures will include class discussion, short papers and oral reports, and at least two tests. Most of the testing willrequire written responses. Prerequisite:General Psychology Time:I Room: OM 16 Introduction to the World of Psychology PSY 121-46081 Instructor:Paul Hirdrnan Psychology is more than rats! It is a world of great breadth, with differing levels of depth. her^ you will h ~ v the e opportunity to explore some of the coricepts, data and methods of psychology and gain some understenclingand insights from this discipline. %ading-s, I&ms, and swcid premntations w i l l ha 3aitilized involving tlie instructor, class rnembws, nnd outaide speakers. Evaluation wi 11 involve chas participation, sbudent research presentations, and exams. Students may not receive credit for this course and also for PSY 105(GeneralPsych). Distribution:Psychology-Sociology Time: I Room: P 4 RELIGION IChristianity in Modern Africa REL 366-46058 Instructor:Bradley Holt This course will focus on two regions of Africa: the West and the South. Students wiU be introduced to traditional African culture and religion, the introduction of Christianit~and the present development of indigenous cklurches in West Africa. The newer "Independent African Churches" will be studied, as well as attempts to formulate "African Christian Theology.'' A major section of the course will focus on contemporary responses of churches in South Africa to the apartheid ~ystem of racial segregation.Them will be lectures and discussion of reaiding materials. films, nnd visiting resource persons. Students will be ~valuntedon several short tests and a short research paper. Pre uisite One course jll ndiglon Disaution: Religion (Only one interim uourm may be used toward graduationreligion requirements) Time: 11 Room: OM 18 The Lutheran Heritage REL 345-46057 Instructor: Gene Skibbe The Lutheran Church is the largest Protestant church in the world. We will examine the present form and work of this church, its origin as a special fellowship in the 16th century, and its development and cultural influence through 450 years of its history The text by Bergendoff will provide an overview. Basic Lutheran confessional writings will be read. Lecture and class discussion will deal with examples of Lutheran witness to the Gospel in art, music, missions, philosophy, sociology, and theology. Requirements willinclude two exams and one short report or paper. A text costing approximately $11 must be purchased in class on the third day UiSf~ORecou~sehrelEgfon ""% Mstrj ution: M W o n (Qnly one In* ward graduation religion requirements) course m a y be used to- Time: I Room: OM 18 Archaeology and the Bible REL 215-46101 Instructor:Philip Quanbeck Discussion of archaeological method, problems in biblical archaeology, and review of some current findings. Each student will investigate one archaeological site, write a paper on that topic and make a presentation to the class. Grade evaluation will be based on class participation and the project. Prerequisite: A mume Inreligion Distribution: Religion (Only one Interim mume may be used toward graduation mligion requirements) Time: I Room: M 22 RUSSIAN Giants of 19th-CenturyRussian Literature RUS 210-46082 RUS 410-46083 Instructor:James E. Brown This course will acquaint the student with outstanding Russian writers of the 19th-century.Works to be read include three short novels (Pushkin,"The Captain's Daughter"; Lermontov, "A Hero of Our Time"; Turgenev, "Fathers and Sons"), two longer novels (Dostoevsky, "Crime and Punishment"; Tolstoy, "Anna Karenina"), and short stories by Chekhov and Tolstoy Students are expected to read all the assigned works and participate in class discussions. Lower division students must write three papers 3-5pages in length. Upper division students must write three papers 5-7pages in length. There will be a final essay take-home examination. Grades will be based on class participation, papers and the final examination. Prerequisite: Permission of instructor for upper division registration Distribution:English-Speech Time: I1 Room: OM 21 SOCIAL WORK Exploring Human Services S W K 257-46059 Instructor:Mary Lou Williams This course offers students the opportunity to explore career aspects of the human services vocations, a valuable tool in selecting a career goal and a college major. Knowledge is gained by working in a professional human service organization or agency; working and talking with human service professionals and others who participate in an organized approach to respond to human needs. This course offers a "hands on," experiential approach to learning. Students will volunteer 20 hours per week under the direction of an agency representative. In addition, students will attend a specific small group seminar 3 hours per week during which agency experiences will be shared and readings discussed. Evaluation will be based on performance in the agency, written subjective summary,brief journal summary, and final exam. Time: I Room: 6-12 Field Work I11 S W K 466-46060(1 course) 466-46061(% course) Instructor:Maria Brown The objectives of the class are to use supen&ory relationship to increase interpretive as well as social work performance competence; to promote gradual entry into direct social work practice; to increase competence in the client contact phase of the problem solving process; to increase student self-awareness in regard to professional practice interests, areas of strength, and areas for personaUprofessional development; to promote competence in the full process of problem solving, with special emphasis on analysis and resolution stages. Course content will be continuation of Field Work II-educationally focused field placement in a social service agency Students will spend 15 (or 30) hours per week in field placement, plus one hour per week in faculty facilitated supportive seminar held on campus. Evaluations will be made in writing by the Field Instructor using previously developed contract and social work evaluation forms. NOTE:Course is offered for half (15 hours per week) or full (30 hours per week) credit. If for full credit, half of the credit will be based on non-clientcontact tasks. Time: To be arranged SOCIQLOGY Introduction to Cultural Anthropology SOC241-46098 Instructor:Jerry Gerasimo The concept of culture is examined anthropologidy and in the wny we see and live in tha world. Wa will a y z e the basic assumptions underlying tho i d a s of "primitive," "civilized,"and "pmgr~ss." and selected aspects of Westem Culture. Grades will be based on a midterm and a final ex-. Time: I Room: P 3 SPEECH, COMMUNICATION & THEATER II Children's Theater SPC 285-46064 Instructor:Gary Parker Class members w i l l work as an ensembla ta create and p d u r m a play for children, Development of the play will empilasize techniques of improvisatiuri. Students will participate both on and off stago as performers (acto~s, ~ingom,dancers, musicians), production staff (publicity and mmagelnent),and kchnicd stnfP (Irigl~ts, scenc:ry, wstumea, and props).Public performturces will be ~ c : h ~ d ulcd during tllc final week of class. G k W g will b~ based on the mmmitment m d efi'wtiveness of work on Ihe production, and a written notelnmlr of' daily mtivities and reactions. No I,henter-E rience is necessary Time: 9:30-12:00,1:00-3:00 Room: Stage T w o E Writing the Creative Article SPC 268-46062 368-46063 Instructor:Ray Anderson The amative article is written out of the wribr's life expmienw. The types to be streeaed in this co~wscme: prsonal experience, whimsid essay. original humor, and inspdtion. Four creative mtioles wnstitute the major projects. Students will. read in thrw areas-the creative article.creativity. and humor. Evaluation wiU be based primarily on the cxratfve projects and sncondarily on examinations a d general participation. An effort will be made to p~aduccquality material that can be submitted for publication. A higher quality of writing will be expected of upper division students. Time:II Room: OM 27 W Advanced Acting SPC 432-46106 Instructor: Julie Bolton In this course we will explore chmcter development through scene work based on pkys from the &rent periods of dramatic litFrature. T i l e ins1,ructor will willmh students as 1hey prepare ~ u c t i tion pieces and soancs horn Shalrespeare, Moliere, Chekhov, Shaw, Plinter and Becket among other's. We will prepare professional resumes, learn auditioning tmI1niques and discuss the slmngths and drawbacks of the Uleatcr unions. Each student will prepare an audition. Evduation will be based on a mid-interim exam, the scenes, and the final audition. This class is only ofrered periodiuaqy so don't mies tlle opportunity! Prerequisite:Beginning Acting SPC 232 or Creative Dramatics SPC 116 Time: I Room: Stage 11 Television News Production SPC 344-46072 Instructor: Mark Ambroze This wiU be a basic m m e in television nows production taught on location. Studenta will get practical experience in interviewing, shooting,writing,editing and pmduaing the n w s . Grades will be based primarily on how well these tasks are performed and on the quality of material produced. Students will work in a newsroom setting, not 5 television studio. Students should have some previous 'IT courseworlr. Check with Ray Anderson in the speech department for further information. The course will be taught at W S A - T V in Golden Valley The instructors will be professionals a t the station. There will be occasional afternoon sessions in addition to the morning classes. Time: I Room: W S A , Golden Valley OTHER COURSES These courses are offered by institutions or groups not aonnected with Augsburg College but have been approved for credit by the college. Most carry a tuition cost plus other e x penses which are the responsibility or the atudent. They a1.a offered only on a PIN basis. Fuller descript,ions and details for registering are available in the Interim Office. Outward Bound HPE 212-46011 Check for information in the Interim Office for material on dog sledding and snowshoeing on the Minnesota-Canadian border or for white water canoeing and desert camping on the Rio Grande in the Decerniwr 27 through January 17 period. There is a cost of approximately $1,050 (the Outward Bound organization says scholarships are available). Washington Interims Women as Leaders: Preparing Early for Jobs at the Top POL 398-46084 The President and Congress: An Inside View of Policymaking POL 398-46085 These Interims begin December 29 and continue until January 17. InPormatiorr on either of the nbova programs, housing and Pinancid assistance i s available from Dr. Mildn Redblom in Memorial 117A. Basic Spinning,Weaving and Dyeing ART 163-46040 Offered by the Weavers Guild of Minnesota. Tuition and materials cost approximately $185. Augsburg Lifetime Sports T h e following activitiem are available to student^ during Intcrkm and students may register for one of these as well aa for a rsgul~roourse. These activities do not carry oPrioial credit. but they d o meet the liFetimc aport8 rcquir'em~ntfar gradllation. Students may pmticipaie in any one of those without 1-egist,ering for the cnurse, but twill be expected to pay m y fees wfialher or lot the student registers for the course. Alpine Skiing HPE 002-46089 Instruction at beginner, intermediate and advanced levels at Welch Ski Village, Monday and Wednesday evenings at 6:30for six sessions. A fee of $42.00 for instruction and lift tickets. Rental ski equipment available. Transportation from the student center will probably be available. Distribution: Lifetime Sports Time: 6:30 p.m. M,W American Karate HPE 002-46086 Instructor: Mike Teitelbaum The Form, baslic techniques and practical usage of American Karate, taug11t by a certified Second Degree MKA Black Belt instructor. Fee of $25.00. Distribution: Lifetime Sports Time: 12:00-1:00M,W,F Room: Melby Badminton Racquetball HPE 001-46087 Instructor: David Boots Distribution: Lifetime Sports T i e : 1:00-2:00 p.m. Room: Melby HPE 002-46088 Instructor: David Boots Distribution: Lifetime Sports Time: 9:30-10:30 a.m. Room: Melby Running Weight Training HPE 002-46091 Instructor: Paul Grauer Distribution: Lifetime Sports Time: 1 2Noon Room: Melby HPE 002-46090 Instructor: Paul Grauer Distribution: Lifetime Sports Time: I Room: Melby UMAIE Augsburg is pnrt of a consortium called UMAIE. Upper Midwest A ~ s o c i o l i o nTor Intercultural Education, wlzich offers overseas learning cxpricnws during the Interim. F~utherinf'arrn~tienatsotst the following courses can be obtained from Mary Kingslag in the International Fentar, Old Main 20, or I'mm the Interim Ofrice. Eegietrat,ion for these Interims ends October 25,1985. These courses are offered on FfNP b m i only. ~ A m e r i c m Writern in Europe Ancient Greece: Its Art,,Religion, and Theatre CI Art and Architecture in Ellgland and Frnnce ll Biology and Natural I-listory d the Hawaiian Islands n Rradl: Amxzon, Energy and IUcvelopmenL H The C:tpitals of Eastern Europe n China: The Midwest Connection n Cornparntive Business Studies in a European Environment f7 1Sissiden t s and Plttrlots: A Literary Tour of Britain n Englilish School and Family n France Today:S0ciet.y and Culture n German Language and Culture: Munich. Salzburg & Vienna n Hawaii: A Cultural. History f l Health Care in Europe H IsLmda of the Mediterranean n Ittdy: Galileo and the Church !l Journalism and Mass Media in England and Scotland Legal London London,P:wis. Amsterdam: The L e g ~ oyf Wealth and Power "Mttde in di~paa:"Japanese Businese m d Culture Fkligion in Xsrnel and Egypt Science in itn CttZturrrl Context: A European Survey Soviet U'nian: Culture and History Spain, A Country in Transition The Spirit of Ireland Theatre inF2ngl:lnnd 'Two T!~onsandYears in M e r NOTES
Show less
- Title
- Augsburg College Undergraduate Catalog, 2016-2017
- Collection
- Course Catalogs
- Search Result
-
2016-2017
UNDERGRADUATE
CATALOG
Introduction
Undergraduate Catalog
2016-2017
Official Publication of Augsburg College
2211 Riverside Avenue, Minneapolis, MN 55454
The Augsburg College Undergraduate Catalog contains information about academic program requirements and
academic and student ...
Show more 2016-2017 UNDERGRADUATE CATALOG Introduction Undergraduate Catalog 2016-2017 Official Publication of Augsburg College 2211 Riverside Avenue, Minneapolis, MN 55454 The Augsburg College Undergraduate Catalog contains information about academic program requirements and academic and student policies and procedures for Fall Semester 2016 - Summer Semester 2017. It is subject to change without notice. The catalog is intended to complement other College publications including the Student Guide and College website. It is important for students to be familiar with all College policies and procedures. Students are strongly encouraged to consult their advisor(s) at least once each semester to be certain they are properly completing degree requirements. Published 2016 Phone: 612-330-1000 www.augsburg.edu 1 A Greeting from the President A college catalog is a wonderful text, full of detail and data that offer all of us a map to our lives together as a college community. This is a map grounded in Augsburg’s mission: “To educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” What has prompted you to study this map of Augsburg College? If you’re already enrolled at Augsburg, I trust you will continue to find here the awe and wonder of an educational experience that is meaningful and challenging. I hope you will be reminded of the relationships and commitments you have formed at Augsburg—they will last a lifetime. I also hope that you find in this map signposts of the progress you have made in your vocational journey and that you will continue to believe that you have rightly chosen Augsburg as the community in which you will spend time for the next several years. If you are studying this map to find out more about Augsburg College and an Augsburg education, welcome. I believe you will find it not only tells you about the character and essence of our institution, but also about our mission of service, particularly about those whom we serve in a modern, vibrant city. Augsburg is located in the heart of the Twin Cities of Minneapolis and St. Paul, and it is in the city that our College both serves and thrives. As you study here, you will find a setting that not only provides remarkable learning opportunities, but one in which you will be able to share your own talents and skills. Augsburg’s challenging academic environment is enhanced by both education and service experiences that transform theory into action and unite the liberal arts with the practical in preparing students as faithful citizens in a global society. The experience you are undertaking at Augsburg—or thinking of undertaking—will occur on a small campus in the core of a great city; it will be led by faculty preoccupied with your welfare and the emergence and refinement of your vocational plans. As you join Augsburg College, or consider doing so, please know that those of us who await you here find the College an exciting place, full of diversity and yet possessed of a community dedicated to higher learning and good living. Here you can find your way in the world. May this map be your faithful guide! Sincerely yours, Paul C. Pribbenow, Ph.D. President 2 About Augsburg At Augsburg College, we believe that the college experience should be a time of exploration, of discovery, of new experiences, and of new possibilities. We also believe that a liberal arts education is the best preparation for living in the fast-paced, changing, and complex world of today and tomorrow. Augsburg graduates will be able to demonstrate not only the mastery of a major field of study, but also the ability to think critically, creatively solve problems, and communicate effectively. Discovering Your Gifts and Talents The heart of an Augsburg undergraduate education is the Augsburg Core Curriculum—designed to prepare students to become informed citizens, thoughtful stewards, critical thinkers, and responsible leaders; and thus achieve the educational goals of our mission. Through “Search for Meaning” courses, students explore their own unique gifts and interests and find where their own talents intersect with the needs of our global society; their vocation At the same time, courses across all disciplines stress the skills that will serve for a lifetime: writing, speaking, critical thinking, and quantitative reasoning, to name a few. Thanks to Augsburg’s prime locations in the heart of thriving metropolitan areas, many courses are able to offer rich and varied learning opportunities in real-life situations through academic internships, experiential education, volunteer community service, and cultural enrichment. In a sense, the resources of the Twin Cities and Rochester are extended campuses for Augsburg students. Mission Statement Students who graduate from Augsburg are well prepared to make a difference in the world. They stand as testaments to the College motto, “Education for Service,” and mission: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. Campus Location Augsburg College is located in the heart of the Twin Cities of Minneapolis and St. Paul, Minnesota. The campus is bordered by Riverside Avenue and Interstate 94, near the University of Minnesota West Bank campus and the University of Minnesota Medical Center. Downtown Minneapolis is just minutes away, providing access to internships and careers with some of the country’s leading companies, as well as entertainment, arts, sports venues, shopping, dining, and transportation. The campus is blocks from the METRO Green and Blue light rail lines, which provide easy access to destinations in Minneapolis and St. Paul, as well as the Minneapolis International Airport. History A College of the Church Augsburg was the first seminary founded by Norwegian Lutherans in America, named after the confession of faith presented by Lutherans in Augsburg, Germany, in 1530. Augsburg opened in September 1869, in Marshall, WI, and moved to Minneapolis in 1872. The first seminarians were enrolled in 1874, and the first graduation was in 1879. Early Leaders Establish a Direction August Weenaas was Augsburg’s first president (1869-1876). Professor Weenaas recruited two teachers from Norway— Sven Oftedal and Georg Sverdrup. These three men clearly articulated the direction of Augsburg: to educate Norwegian 3 Lutherans to minister to immigrants and to provide such “college” studies that would prepare students for theological study. In 1874 they proposed a three-part plan: first, train ministerial candidates; second, prepare future theological students; and third, educate the farmer, worker, and businessman. The statement stressed that a good education is also practical. Augsburg’s next two presidents also emphatically rejected ivory tower concepts of education. This commitment to church and community has been Augsburg’s theme for more than 140 years. Education for Service Keeping the vision of the democratic college, Georg Sverdrup, Augsburg’s second president (1876-1907), required students to get pre-ministerial experience in city congregations. Student involvement in the community gave early expression to the concept of Augsburg’s motto, “Education for Service.” In the 1890s, Augsburg leaders formed the Friends of Augsburg, later called the Lutheran Free Church. The church was a group of independent congregations committed to congregational autonomy and personal Christianity. This change made Augsburg the only higher educational institution of the small Lutheran body. The college division, however, was still important primarily as an attachment to the seminary. The Focus Changed Traditional attitudes began to change after World War I. In 1911, George Sverdrup, Jr. became president. He worked to develop college departments with an appeal to a broader range of students than just those intending to be ministers. Augsburg admitted women in 1922 under the leadership of longtime dean of women, Gerda Mortensen. The College’s mission assumed a double character: ministerial preparation together with a more general education for life in society. In 1937, Augsburg elected Bernhard Christensen, an erudite and scholarly teacher, to be president (19381962). His involvement in ecumenical and civic circles made Augsburg a more visible part of church and city life. After World War II, Augsburg leaders made vigorous efforts to expand and improve academic offerings. Now the College had become a larger part of the institution than the seminary and received the most attention. Accreditation for the College Augsburg added departments essential to a liberal arts college, offering a modern college program based on general education requirements and elective majors. Full accreditation of the College was achieved in 1954. A study in 1962 defined the College’s mission as serving the good of society first and the interests of the Lutheran Free Church second. The seminary moved to Luther Theological Seminary (now Luther Seminary) in St. Paul in 1963 when the Lutheran Free Church merged with the American Lutheran Church. Subsequently, the American Lutheran Church merged with two other Lutheran bodies in 1988 to form the Evangelical Lutheran Church in America. A College in the City Under the leadership of President Oscar A. Anderson (1963-1980), Augsburg became a vital and integral part of the city of Minneapolis. The College began to reach out to nontraditional student populations, ensuring educational opportunity for all students. Also in these years, Augsburg added the Music Hall, Mortensen Hall, Urness Hall, Christensen Center, Ice Arena, and Murphy Place. Dr. Charles S. Anderson led the College from 1980 to 1997. He guided Augsburg’s commitment to liberal arts education, spiritual growth and freedom, diversity in enrollment and programs, and a curriculum that draws on the resources of the city as extensions of campus and classroom. Some of the accomplishments during his tenure include instituting two graduate degree programs, hosting national and international figures at College-sponsored forums and events, increasing accessibility, and the addition of the Foss, Lobeck, Miles Center for Worship, Drama, and Communication; the Oscar Anderson Residence Hall; and the James G. Lindell Family Library. Dr. William V. Frame became president in August 1997 and retired in 2006. Under his leadership, the College sharpened its identity as a college of the city, providing an education grounded in vocational calling that provides students both the theoretical learning and the practical experience to succeed in a global, diverse world. Augsburg’s Rochester campus was added in 2002, further expanding Augsburg’s presence in key cities in the state of Minnesota. 4 Dr. Paul C. Pribbenow became president in July 2006. Under his leadership, the College aims to educate students of all ages—in the midst of a great city—to be faithful citizens of the world. 5 Augsburg Today Augsburg continues to reflect the commitment and dedication of the founders who believed: An Augsburg education should be preparation for service in community and church. Education should have a solid liberal arts core with a practical dimension in order to send out productive, creative, and successful citizens. The city—with all its excitement, challenges, and diversity—is an unequaled learning laboratory for Augsburg students. The vision of the College’s work today is lived out in the phrase, “We believe we are called to serve our neighbor. Through common commitments to living faith, active citizenship, meaningful work, and global perspective, Augsburg prepares its students to become effective, ethical citizens in a complex global society. In addition to Augsburg’s undergraduate program of liberal arts and sciences, Augsburg offers numerous master’s degree programs as well as a doctoral program in nursing practice. For information about graduate programs, go to www.augsburg.edu/grad. Undergraduate and graduate education is offered in a variety formats. In addition to its Minneapolis campus, Augsburg has a branch campus in Rochester, MN. Centers of Commitment The four Centers of Commitment articulate core values that inform the institutional mission of Augsburg College both internally and externally: each Center provides a bridge between curriculum and community; each works to realize the College's Strategic intention to "educate for lives of meaning and purpose" as well as to ensure the College is "at the table" with community partners in relationships of mutual benefit that enhance the College's distinctive identity and deepen the educational experiences of our students. Their themes are reflected in Augsburg's mission: informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. Minneapolis-based Day Program Augsburg’s Minneapolis-based Day program offers more than 50 majors—or you can create your own major, either on campus or through the Associated Colleges of the Twin Cities (ACTC). The Day Program provides an educational opportunity for students who want to earn a bachelor’s degree through courses that meet during the day or in the evening. Students in the Day Program pay comprehensive tuition that allows them to register for between 12-19 semester credits per term. ACTC is a five-college consortium that allows Day Program students to take courses on other campuses without additional charge while a full-time student at Augsburg. The ACTC consortium includes Augsburg College, St. Catherine University, Hamline University, Macalester College, and the University of St. Thomas. (See Associated Colleges of the Twin Cities (ACTC) section). Adult Undergraduate Program Augsburg’s Adult Undergraduate Program provides an educational opportunity for adults who want to earn a bachelor’s degree with a flexible schedule and with a learning environment that acknowledges the real life experience adult students bring to the classroom. It is a means by which men and women can gain skills for professional advancement, prepare for a career change, or pursue a personal interest in one or more areas of the liberal arts and professional studies. The Weekend and Evening College (WEC) program began in 1982 with 69 students taking courses in three majors. The program eventually grew to approximately 1,000 students in 18 majors in the liberal arts and professional studies, one of the largest programs of its type among Minnesota private colleges. In Fall 2014, the WEC program began a three year transition into the Adult Undergraduate Program (AU). Current students may continue in the WEC program until spring semester 2017. New students began joining the AU program in Fall 2014. 6 Program Transition Timeline WEC classes will continue to be offered on the evenings and weekends through spring semester 2017. After that term, the program will sunset and all courses will be offered in the AU program. During the transition, WEC students will be able to register for courses in the WEC, AU, or Day programs, depending on their schedule needs. WEC courses will continue to be offered in the hybrid learning model, combining traditional, face-to-face class time, with online and out of class coursework. Adult Undergraduate Schedule The AU schedule is designed to meet the needs of adult students. Courses in individual majors will meet on the same night of the week, on an alternating bi-weekly schedule for the duration of the major. The alternating weeks of the semester are labeled “Maroon” and “Silver.” Students select courses from both the maroon and silver schedules, creating an alternating schedule of classes. Face-to-face meetings occur on alternating weeks for three-and-a-half hours on Monday, Tuesday, Wednesday or Thursday, depending on the program. Online and out-of-class work occurs during the non-class meeting week. AU students may attend part-time or full-time each semester. Minneapolis - Adult Undergraduate Program Augsburg’s adult undergraduate program offers the flexibility you need, and is delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. The program offers more than 10 majors designed to help you finish your bachelor’s degree quickly and efficiently, in as little as two years. Augsburg also offers courses from several Day Program majors during the evening in a traditional classroom setting. These majors include American Indian Studies, computer science, and English/creative writing. Please note that not all of the required courses for the Day Program majors are offered in the evening. For a complete list of degree completion programs offered in the AU Program, visit www.augsburg.edu/pro/majors. Rochester - Adult Undergraduate Program Augsburg’s branch site in Rochester was established in 1998 as a natural extension of the College’s mission and its expertise in teaching working adults. A variety of undergraduate majors are offered. The Rochester site classrooms and offices are located at Bethel Lutheran Church (ELCA), a few blocks south of the heart of the city, which is home to more than 100,000 residents. It is a city that enjoys a rich ethnic diversity and superior technological resources. In Rochester, Minnesota, students complete the same degree requirements as students in the Minneapolis undergraduate program. Augsburg classes in Rochester meet on a semester schedule with classes taking place on weekday evenings, making them accessible to working adults. As with the adult undergraduate program in Minneapolis, Rochester classes are delivered in a hybrid-learning format, combining the benefits of face-to-face classroom instruction with the convenience of online learning. There are 8 majors offered in Rochester, some of which must be completed by taking courses at the Minneapolis campus. In addition to the degree programs that can be completed entirely in this location, students may work on a variety of other majors through a combination of Rochester and Minneapolis-based evening courses. Students at the Rochester site are Augsburg College students. They are supported through an array of e-learning resources ranging from access to Lindell Library databases to the use of online course management software. Information about the Rochester campus is available at www.augsburg.edu/rochester or by calling the Rochester office at 507-288-2886. 7 Minneapolis Campus Facilities Instruction facilities and student housing at Augsburg’s main campus are conveniently located near each other. A tunnel/ramp/skyway system connects the two tower residence halls, the five buildings on the Quadrangle, plus Music Hall, Lindell Library, Oren Gateway Center, and the Foss, Lobeck, Miles Center for Worship, Drama, and Communication. Admissions Office—The Office of Admissions is located on the lower level of Christensen Center. Anderson Hall (1993)—Named in honor of Oscar Anderson, President of Augsburg College from 1963 to 1980, and this residence hall is located at 2016 8th Street. Anderson Hall contains four types of living units and houses 192 students, as well as the Master of Science in Physician Assistant Studies; Center for Global Education; and the Office of Marketing and Communication. Center for Wellness and Counseling—The Center for Wellness and Counseling offers programs and services that enhance student learning by promoting personal development and well-being. Christensen Center (1967)—The College Center, with the Admissions Office, student lounge and recreational areas, the Strommen Center for Meaningful Work, the Commons dining facility and Einstein Bros. Bagels, two art galleries, copy center, and offices for student government and student publications. Edor Nelson Field—The athletic field, located at 725 23rd Avenue, is the playing and practice field of many of the Augsburg teams. An air-supported dome covers the field during winter months, allowing year-round use. Foss, Lobeck, Miles Center for Worship, Drama, and Communication (1988)—The Foss Center is named in recognition of the Julian and June Foss family. The Tjornhom-Nelson Theater, Hoversten Chapel, and the Arnold Atrium are also housed in this complex, which provides space for campus ministry, the drama and communication offices. Ice Arena (1974)—Two skating areas provide practice space for hockey and figure skating, and recreational skating for Augsburg and the metropolitan community. Kennedy Center (2007)—Completed in 2007 as a three-story addition to Melby Hall and named for Dean (’75) and Terry Kennedy, it features a state-of-the-art wrestling training center, fitness center, classrooms for health and physical education, and hospitality facilities. The James G. Lindell Family Library (1997)—This library and information technology center houses all library functions and brings together the computer technology resources of the College. It also houses the Gage Center for Student Success. The library is located on the corner of 22nd Avenue and 7th Street and the Center for Learning and Adaptive Student Services (CLASS). Luther Hall (1999)—Named for theologian Martin Luther, Luther Hall is a three-story apartment complex along 20th Avenue, between 7th and 8th Streets that houses juniors and seniors in units from efficiencies to two-bedroom suites. Melby Hall (1961)—Named in honor of J. S. Melby (dean of men from 1920 to 1942, basketball coach, and head of the Christianity Department). It provides facilities for the health and physical education program, intercollegiate and intramural athletics, the Hoyt Messerer Fitness Center, and general auditorium purposes. The Ernie Anderson Center Court was dedicated in 2001. Mortensen Hall (1973)—Named in honor of Gerda Mortensen (dean of women from 1923 to 1964), it has 104 one- and two-bedroom apartments that house 312 upper-class students, the Department of Public Safety and a lounge area. Charles S. Anderson Music Hall (1978)—Contains Sateren Auditorium, a 217-seat recital hall, classroom facilities, two rehearsal halls, music libraries, practice studios, and offices for the music faculty. Old Main (1900)—Home for the Department of Art and the Department of Languages and Cross-Cultural Studies, with classrooms used by other departments. Extensively remodeled in 1980, Old Main combines energy efficiency with architectural details from the past. It is included on the National Register of Historic Places. Oren Gateway Center (2007)—Named for lead donors and alumni Don and Beverly Oren, it is home for the StepUP program, Institutional Advancement offices, the Alumni and Parent and Family Relations Offices, Bernhard Christensen Center for Vocation, the Master of Business Administration Program, the Master of Arts in Leadership program, the 8 Master of Fine Arts in Creative Writing program, and substance-free student housing. It also houses the Barnes & Noble Augsburg Bookstore, Nabo Café, Gage Family Art Gallery, and the Johnson Conference Center. Science Hall (1949)—Houses classrooms; laboratories for biology, chemistry, and physics; mathematics; a medium-sized auditorium; faculty offices, administrative offices, and various other program offices. Sverdrup Hall (1955)—Named in honor of Augsburg’s fourth president, it contains the Enrollment Center, as well as classrooms and faculty offices. Sverdrup-Oftedal Memorial Hall (1938)—Built as a residence hall and named in honor of Augsburg’s second and third presidents, it contains the President’s Office, Human Resources, and other administrative and faculty offices. Urness Hall (1967)—Named in honor of Mr. and Mrs. Andrew Urness, this tower provides living quarters for 324 firstyear students. Each floor is a “floor unit,” providing 36 residents, housed two to a room, with their own lounge, study, and utility areas. 9 Accreditation, Approvals, and Memberships Augsburg College is accredited by: The Higher Learning Commission (HLC) National Council for the Accreditation of Teacher Education (NCATE) Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) Commission on Collegiate Nursing Education (CCNE) (Bachelor, Master, and Doctorate level degrees) Council on Social Work Education (CSWE) (Bachelor, Master level degrees) Augsburg’s programs are approved by: American Chemical Society (ACS) ADD American Music Therapy Association (AMTA) Minnesota Board of Teaching National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) National Association of Schools of Music (NASM) Augsburg College is an institutional member of: American Association of Colleges and Universities (AAC&U) American Association of Colleges of Teacher Education (AACTE) American Association of Higher Education (AAHE) American Music Therapy Association, Inc. (AMTA) Association of International Education Administrators (AIEA) Campus Compact Council of Independent Colleges (CIC) Council on International Educational Exchange (CIEE) Diversity Abroad Network The Forum on Education Abroad Institute of International Education (IIE) Lutheran Education Council in North America (LECNA) National Association of International Educators (NAFSA) National Association of Schools of Music (NASM) National Society for Experiential Education (NSEE) Physician Assistant Education Association Associated Colleges of the Twin Cities (ACTC) Higher Education Consortium for Urban Affairs (HECUA) Minnesota Private College Council MPCC) Twin Cities Adult Education Alliance (TCAEA) Augsburg College is registered with the Minnesota Office of Higher Education pursuant to sections 136A.61 to 136A.71. Registration is not an endorsement of the institution. Credits earned at the institution may not transfer to all other institutions. Minnesota Office of Higher Education, 1450 Energy Park Dr., Suite 350, St. Paul, MN 55108, www.ohe.state.mn.us; 651-642-0533. 10 Policies Non-Discrimination Policy Augsburg College, as affirmed in its mission, prohibits discrimination on the basis of race, color, religious belief, national or ethnic origin, age, disability, gender, sexual orientation, gender identity or expression, marital status, familial status, genetic information, status with regard to public assistance, or citizenship in its educational policies, admissions policies, employment, scholarship and loan programs, athletic and/or school-administered programs, except in those instances where there is a bona fide occupational qualification or to comply with state or federal law. Augsburg College is committed to providing reasonable accommodations to its employees and students with disabilities. (Approved by Board of Regents on October, 2014) For further information, please contact the College’s Title IX Officer: Ann Garvey| Vice President of Student Affairs| Student Affairs Memorial Hall, Room 118G| 612-330-1168| garvey@augsburg.edu Additionally, the College has four Deputy Officers: Deputy Officer for Students: Sarah Griesse| Dean of Students Memorial Hall, Room 118F| 612-330-1489| griesse@augsburg.edu Deputy Officer for Employees: Lisa Stock| Director and Chief Human Resources Officer Memorial Hall, Room 19| 612-330-1783| stock@augsburg.edu Deputy Officer for Athletics: Kelly Anderson Diercks| Associate Athletic Director Si Melby Hall, Room 205E| 612-330-1245| diercks@augsburg.edu Deputy Officer: Leif Anderson| Vice President and Chief Information Officer Memorial Hall, Room 124D| 612-330-1497| andersol@augsburg.edu The Deputies work with the Title IX Coordinator to identify any patterns or systemic problems that arise and may assist as investigators of complaints. Family Educational Rights and Privacy Act The Family Educational Rights and Privacy Act of 1974 (FERPA), as amended, provides certain rights to students regarding their education records. Each year Augsburg College is required to give notice of the various rights accorded to students pursuant to FERPA. In accordance with FERPA, you are notified of the following: Right to inspect and review education records You have the right to review and inspect substantially all of your education records maintained by or at Augsburg College. The student must request to review their education records in writing with their signature. The College will respond in a reasonable time, but no later than 45 days after receiving the request. Right to request amendment of education records You have the right to seek to have corrected any parts of an education record that you believe to be inaccurate, misleading, or otherwise in violation of your right to privacy. This includes the right to a hearing to present evidence that the record should be changed if Augsburg decides not to alter your education records according to your request. 11 Right to give permission for disclosure of personally identifiable information You have the right to be asked and to give Augsburg your permission to disclose personally identifiable information contained in your education records, except to the extent that FERPA and the regulations regarding FERPA authorize disclosure without your permission. One such exception which permits disclosure without consent is for disclosure to school officials who have legitimate education interests. A school official is a person employed by the College in an administrative, supervisory, academic or research, or support staff position (including law enforcement unit personnel and health staff); person or company with whom the College has contracted (such as an attorney, auditor, or collection agent); a person serving on the board of regents, or a student serving on an official committee, such as a disciplinary or grievance committee, or assisting another school official performing his or her tasks. A school official has a legitimate educational interest if the official needs to review an education record in order to fulfill his or her professional responsibility. Right to withhold disclosure of “directory information” FERPA uses the term “Directory Information” to refer to those categories of personally identifiable information that may be released for any purpose at the discretion of Augsburg College without notification of the request or disclosure to the student. Under FERPA you have the right to withhold the disclosure of the directory information listed below. Please consider very carefully the consequences of any decision by you to withhold directory information. Should you decide to inform Augsburg College not to release Directory Information, any future request for such information from persons or organizations outside of Augsburg College will be refused. “Directory information” includes the following: The student’s name The student’s address The student’s telephone number The student’s e-mail address The student’s date and place of birth The student’s major and minor field of study The student’s academic class level The student’s enrollment status (FT/HT/LHT) The student’s participation in officially-recognized activities and sports The student’s degrees and awards received (including dates) The weight and height of members of athletic teams The student’s dates of attendance Previous educational agencies or institutions attended by the student The student’s photograph Augsburg College will honor your request to withhold all Directory Information but cannot assume responsibility to contact you for subsequent permission to release it. Augsburg assumes no liability for honoring your instructions that such information be withheld. The Registrar’s Office must be notified in writing of your intent to withhold your Directory Information. Right to complain to FERPA Office You have the right to file a complaint with the Family Policy Compliance Office, US Department of Education, 400 Maryland Ave. SW, Washington, DC, 20202, concerning Augsburg’s failure to comply with FERPA. Reporting Educational Information Letters of reference must be requested in writing and explicitly indicate what information may be reported in the letter. 12 Annual Security Report The Annual Security Report (ASR) for Augsburg College contains statistics on reported crimes on and near Augsburg property and campus, as well as institutional policies concerning campus security and crime. The Department of Public Safety prepares this annual Crime Report to comply with the Jeanne Clery Disclosure of Campus Security Policy and Crime Statistics Act. The report is available online at www.augsburg.edu/dps/reports. For a printed copy, contact Augsburg’s Department of Public Safety at 612-330-1717. Student Rights The College has adopted a statement of student rights and responsibilities and has provided for due process in the matter of disciplinary action, grievances, and grade appeal, as outlined in the Augsburg Student Guide, at inside.augsburg.edu/studentaffairs/studentguide. Official Notices A College-provided e-mail account shall be an official means of communication with students, faculty, and staff of Augsburg College. Students, faculty, and staff are responsible for all information sent to them via the College-provided email account. Students should regularly check their e-mail account. If a student, faculty or staff member chooses to forward their Augsburg e-mail, they are responsible for all information and attachments sent to the forwarded e-mail account. Students will also receive official notices via the A-Mail online publication and should routinely review the AMail. Day program students will also receive notices through the student campus mail system (student campus box) and should check their campus mailbox regularly. 13 Admission Augsburg College strives to create a strong, rich, and vibrant campus community with students representing a large number of backgrounds, viewpoints, experiences, talents, and cultures. Selection of students for Augsburg College is based upon careful consideration of each candidate’s academic achievement, personal qualities and interests, participation in activities and employment, and potential for development as a student and as a graduate of Augsburg College. Visit Campus Firsthand appraisal of programs, facilities, and academic atmosphere is valuable. First-year and transfer applicants are encouraged to visit the campus and meet with an admissions counselor. Arrangements can be made to meet with a member of the faculty and to attend classes when school is in session. Augsburg’s undergraduate admissions staff is ready to help students and families with college planning. Call any weekday between 8:30 am and 4:30 pm—612-3301001 or toll-free 1-800-788-5678—and we’ll assist with your questions and arrange a tour for you. Admissions visits and tours are available Monday through Friday during the school year. The Admissions Office is located on the lower level of the Christensen Center and serves traditional, non-traditional, and graduate students. Application Procedures First-year Day Program Students Application for Admission Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/firstyear or www.commonapp.org. Transcripts An official transcript from the high school is required of first-year applicants. First-year applicants who are still high school students at the time of application should have their most recent transcript sent, followed by a final, official transcript upon graduation. If the student has taken college courses, including while in high school, an official transcript from each institution should also be sent. General Education Development (GED) scores may be presented instead of the high school transcript. Test Scores First-year applicants are required to submit results from a college entrance examination unless he or she has been out of high school for more than five years. The American College Test (ACT) is preferred; results from the SAT are also accepted. Test scores recorded on the official high school transcript are sufficient. Augsburg strongly recommends completing the writing portion of either the ACT or SAT. Recommendations One letter of academic recommendation is required for all students. A letter may be submitted by a teacher, counselor, or pastor (spiritual leader). Essay First-year applicants are required to provide a 1-2 page essay (approximately 500 words) on a topic(s) chosen by Augsburg faculty/staff/students. Additional Information If there is additional information that may have affected the applicant’s previous academic performance, it may be included as a personal statement with the application and discussed individually with an admissions counselor. On occasion, the Admissions Committee may defer a decision on a candidate’s admission until additional information has been received. For example, new test scores, results of the present semester’s coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Office of Undergraduate Admissions will inform the candidate. 14 Notification of Admissions Decision Admissions decisions are made on a rolling basis. Applicants are notified of the admissions decision usually within three weeks after the application file is complete and has been evaluated by the Admissions Committee. Notification of admission status for completed applications begins in late September. Confirmation of Admission Accepted students are asked to make a $150 enrollment deposit* to the Office of Undergraduate Admissions. Students who wish to live in College housing must submit a housing contract to the Residence Life Office. *Nonrefundable after May 1. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Day Program Transfers and Adult Undergraduate (AU) Students A cumulative grade point average (GPA) of at least 2.50 (on a 4.0 scale) in previous college work is recommended for transfer admission to the College. Information regarding transfer credit policies is found in the Academic Information section of the catalog. Students who are applying to the AU program should have attempted a minimum of 12 semester credit, including courses in foundation areas (writing, etc.) Application for Admission Students should complete the application for admission, including the essay, and submit them to the Admissions Office. Students may apply online for free at www.augsburg.edu/transfer or www.commonapp.org. Transcripts Official transcripts from all previous postsecondary institutions, as well as final high school transcripts (unless the student has already obtained an A.A. degree) must be sent directly to the Admissions Office. The GED test certificate may be presented instead of the high school transcript. Recommendations One letter of academic recommendation is required for all transfer applicants. Letters may be submitted by a supervisor, counselor, professor, or pastor (spiritual leader). Additional Information If there is personal information that may have affected the applicant’s previous academic performance, it may be included with the application and discussed individually with an admissions counselor. Academic recommendations may be required by the Admissions Committee before an admission decision is made. On occasion, the Admissions Committee may also defer a candidate’s admission until other information has been received. For example, test scores, results of current coursework, additional letters of recommendation, or writing samples may be requested by the committee. If any additional credentials are needed, the Admissions Office will inform the candidate. Notification of Admissions Decision Augsburg College uses a rolling admissions plan. Students are notified of the admission decision usually within two weeks after the application file is complete and has been evaluated by the Admissions Committee. Note: Admission to a major—a separate process from admission to the College—is sometimes required. Check with the Admissions Office and consult the specific department’s section of this catalog. Readmission Day students who have not registered for courses at Augsburg College for one semester or more, and AU/Rochester/WEC students who have not registered for courses at Augsburg College for two or more semesters, must apply for readmission through the Registrar’s Office to resume attendance. Students who have attended other institutions during their absence from Augsburg must have an official transcript sent from each institution to the Registrar’s Office. Returning students do not pay the application fee. To apply for readmission after withdrawing from the College, students must submit an Application for Readmission. The last day to be approved for readmission is the Friday prior to the start of the term. Please note that processing may take up to 10 business days. 15 If the student has attended other institutions since leaving Augsburg, official transcripts must be submitted to the Registrar’s Office. All financial holds must be cleared before a student can be approved for readmission. If the student was academically dismissed, withdrew while on academic warning or probation, or has a GPA below 2.0, they will need to submit a personal statement explaining their circumstances for review by the Student Standing Committee. If the student withdrew for medical reasons, a doctor’s note indicating the student is well enough to resume studies must be submitted with the application. Non-Degree Students Individuals may take coursework at Augsburg College as a non-degree seeking students can enroll on a space-available basis. Registration dates are included in the College’s Academic Calendar. To apply for admission as a non-degree seeking student, submit the completed application, academic intent, and all necessary unofficial transcripts to the Admissions Office. Individuals who intend to become degree-seeking in the future must submit official transcripts. Contact the Admissions Office regarding which unofficial/official transcripts you may need for your application file. Non-degree seeking students who wish to pursue a degree must reapply for admission by submitting the completed application, academic intent, and all official transcripts to the Admissions Office. Second Degree Students Students who have graduated from Augsburg who are returning to complete an additional major will not be awarded a second degree unless it is a different degree from the first awarded. Students who have completed a four-year degree at an accredited college or university may complete a second degree at Augsburg College. A second degree will not be awarded unless it is a different degree from the first awarded. Second degree requirements include a minimum of 32 semester credits taken at Augsburg, completion of a major, and completion of any liberal arts requirements not covered by a previous degree. Depending on the student’s previous degree, completion of a second major (non-degree) may also be an option. International Students International students are a vital part of the Augsburg community. (See International Student and Scholar Services, in the Student Life section.) International students should contact International Student and Scholar Services for an international student application and financial requirements. All applicants must provide proof of financial solvency. For more information, call 612-330-1359 or 1-800-788-5678 (toll-free), email admissions@augsburg.edu or contact International Student and Scholar Services at: Campus Box 307 Augsburg College 2211 Riverside Avenue Minneapolis, MN 55454 USA Students who have attended a college or university outside of the United States will need to obtain a foreign credential evaluation by contacting World Education Services (WES). WES is a nonprofit organization with more than 30 years of experience evaluating international credentials. WES will examine your transcript(s) and prepare a report that will help Augsburg College understand how your international coursework compares to courses and grades in the United States. Augsburg College will use this information in its admissions review and will grant transfer credit where appropriate. World Education Services, Inc. Bowling Green Station PO Box 5087 New York, NY 10274-5087 www.wes.org Phone: 212-966-6311, Fax: 212-966-6395 16 Financing The Board of Regents approves the costs for the academic year. The board reviews costs annually and makes changes as required. Augsburg reserves the right to adjust charges should economic conditions necessitate. Full-Time vs. Half-Time Students will need to be enrolled in 6 credits to be considered half-time and 12-19 credits to be considered full-time. This is an important distinction for charges and for accessing financial aid. Day Program Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/undergraduate-day. Fees (full-time enrollment) The standard program fees are the Student Activity Fee, Technology Fee, Newspaper Readership Fee, MPIRG Fee, and the Campus Greening Fee. Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Full-Time Cost – Fall and Spring 2016-2017 Tuition – Full-Time (12-19 credits per term) Fees – (12-19 credits per term) Overload Fee – (over 19 credits) Semester $17,875.00 $332.50 $1,117 per credit Year $35,750.00 $665.00 $4,468 per 4 credits Part-Time Cost – Fall and Spring 2016-2017 Tuition –Part-Time (less than 12 credits) Fees – (less than 12 credits) $1,117 per credit $183.00 per term $4,468 per 4 credits Other Costs Audit Fee (taking a class for no credit) Music Lesson Fees ½ Hour Lesson 1 Hour Lesson $1,000.00 per course $400.00 $800.00 Room and Board Costs Detailed housing rates are available through Residence Life Office at www.augsburg.edu/reslife/rates. Detailed meal plan rates and flex point options can be found at www.augsburg.edu/reslife/rates/meal-plans. Adult Undergraduate and Weekend/Evening College (WEC) Tuition and Fees Tuition and fees are published online at www.augsburg.edu/studentfinancial/tuition/weekendevening-undergraduate. Tuition Students are charged per credit. Students are charged based on their program regardless if they take a course through a different program. All associated costs must be paid by the beginning of each semester to avoid accruing finance charges, unless you have enrolled in an official payment plan through Student Financial Services. Fees Specific courses or programs may have additional fees associated with them, such as lab or supply fees. Adult Undergraduate - Minneapolis $420.00 per credit 17 $1,680.00 per 4.0 credits Weekend/Evening College (WEC) Adult Undergraduate - Rochester Rochester Fee $420.00 per credit $410.00 per credit $1,680.00 per 4.0 credits $1,640 per 4.0 credits $50 per term Payments Semester Charges Prior to the start of each semester, a statement of estimated charges showing charges and financial aid credits designated by the Student Financial Services Office is sent to the student via e-mail. All statements are available online through AugNet’s Records and Registration site. Payments can be made online at www.augsburg.edu/studentfinancial/header-make-paymentaccount-activity/payments. Augsburg may charge late fees and interest on delinquent accounts. Review the full policy regarding past due balances online at www.augsburg.edu/studentfinancial/disclosure. Payment Options Augsburg College offers payment plan options for all students. Information about payment plans is available online at www.augsburg.edu/studentfinancial/payment-plans-and-discounts. Payment Policy Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during your time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Augsburg accepts the following forms of payment: Cash Students and guest payers may make cash payments in-person at the Enrollment Center. Cash should never be mailed. Students will receive a receipt of their cash payment. Check Students and guest payers may pay their term fees via check either in-person at the Enrollment Center, through mail, or online using e-check/ACH. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. A receipt will automatically be sent electronically for any online payments. Students who pay in-person or through mail may request a receipt of the check payment. Credit Card/Debit Card Students and guest payers may make student account payments online with a Visa, MasterCard, Discover, or American Express credit card. As of June 10th, 2016, Augsburg will no longer accept credit card or debit card payments in-person, over the phone, or through the mail. Credit cards will only be accepted online via Cashnet, a vendor contracted by Augsburg. Because Cashnet charges Augsburg for their services, a credit card service fee of 2.75 percent will be associated with any credit card payment made to the college. This is to offset the approximately $250,000 in costs that Augsburg accrues annually for providing credit card payment options to our students. Augsburg will not receive any part of the service fee and will not be profiting from it. 18 Financial Aid All students who wish to be considered for financial assistance must reapply each year. In addition to reapplying for aid, students must make satisfactory academic progress toward the attainment of their degree or certificate as stipulated in the Satisfactory Academic Progress (SAP) section of this catalog. Financial assistance awarded through Augsburg may be a combination of scholarships, grants, loans, and part-time work opportunities. The College cooperates with federal, state, church, and private agencies in providing various aid programs. The primary responsibility for financing a college education rests upon the student and family. Financial aid supplements student and family resources. The Free Application for Federal Student Aid (FAFSA) helps determine the amount of assistance for which a student is eligible. This analysis takes into account such family financial factors as current income, assets, number of dependent family members, other educational expenses, retirement needs, and special considerations. Types of Aid A student applying for aid from Augsburg applies for assistance in general rather than for a specific scholarship or grant (except as noted). Augsburg may offer both merit-based and need-based financial aid to undergraduate students at the time of admission. First year students can find specific information at www.augsburg.edu/firstyear/scholarships. Transfer students can find information at www.augsburg.edu/transfer/financial-aid-and-scholarships. Augsburg will also determine students’ eligibility to receive financial aid grants from both federal and state entities. These grants include Minnesota State Grant, Federal Supplemental Educational Opportunity Grant (SEOG), Federal Pell Grant, Federal TEACH grant, and Bureau of Indian Affairs/Tribal and State Indian Scholarship. Contact Student Financial Services if you need any additional information about any of these programs. In addition to aid administered by Augsburg College, students are urged to investigate the possibility of scholarships and grants that might be available in their own communities. It is worthwhile to check with churches, the company or business employing parents or spouses, high schools, service clubs, and fraternal organizations for information on aid available to students who meet their requirements. In addition to these sources, some students are eligible for aid through Rehabilitation Services, Educational Assistance for Veterans, and Educational Assistance for Veterans’ Children, and other sources. Loan Assistance Students must be enrolled at least half-time (6 or more credits) to be eligible for any federal loans. Federal Perkins Student Loan o A federally-funded program administered through Augsburg College for students who demonstrate financial eligibility. No interest accrues nor do payments have to be made on the principal at any time you are enrolled at least half-time in school. Simple interest of 5 percent and repayment of principal (at the minimum of $40 a month) begin nine months after you leave school. Repayment may extend up to 10 years. The loan offers a teacher cancellation clause. The maximum that may be borrowed for undergraduate study is $16,000. Federal Stafford Student Loan o Subsidized Stafford Loans are need-based loans that the federal government subsidizes by paying the interest while the student is in school and during the grace period. o For the Unsubsidized Stafford Loan, interest begins accruing on the date of disbursement and the borrower is responsible for all interest. The borrower may choose to make payments while in school or may defer payments and allow interest to accrue and be capitalized (added to the balance of the loan). Federal Parent Loan Program (PLUS) 19 o PLUS is a loan program to help parents meet college costs of their dependent children. Parents may borrow up to the cost of attendance (minus all other student financial aid). Repayment begins within 60 days of final disbursement. Further information about all student and parent loan programs can be found at www.augsburg.edu/studentfinancial/loans. Student Employment Students are able to apply for work study positions through Augsburg’s Human Resources Office. Part-time work provided by the College is considered financial aid, just like scholarships, loans, and grants. Students are limited to a maximum of 20 hours of on-campus employment per week. The number of hours a student can work is dependent on the position and the needs of the department. However, work is not guaranteed. All on-campus work is governed by policies stipulated in the work contract issued to the student employee for each placement. Payment is made bi-weekly by check to the student employee. Federal College Work Study Program and Minnesota State Work Study Program o Under these programs, the federal or state government supplies funds on a matching basis with the College to provide part-time work opportunities. Satisfactory Academic Progress (SAP) Federal regulations require that all higher education institutions establish and implement a policy to measure whether students receiving financial aid are making satisfactory academic progress toward the completion of a degree. The purpose of this policy is to make sure that students who receive financial aid are using this money wisely. It is meant to curtail the use of financial aid by students who fail to successfully complete their course work. Failure to meet the following standards makes a student ineligible for all institutional, federal, and state financial aid. Augsburg’s Financial Aid Satisfactory Academic Progress Policy follows the Satisfactory Academic Policy. Student Account Financial Disclosure Students at Augsburg College are obligated to pay Term Fees and additional charges when they register for each academic term. “Term Fees” include tuition, room and board charges and other fees initiated during their time as a student. Students are responsible to pay for all of these charges regardless of whether financial aid is received or employers or other third parties pay as agreed. “Term Fees” are subject to refund only to the extent allowed under the Augsburg College Tuition Refund Policy. Statements and account history are available online through AugNet Records and Registration. Augsburg College may require someone to co-sign on the student’s obligations in special cases, such as when a student has a history of late or missed payments. When a co-signer’s signature is required, both students and co-signers are responsible for payment of all costs incurred (including collection costs and fees of any collection agency and/or attorney, if applicable) and all other conditions outlined on the Student Account Financial Disclosure. Results of Balances Not Paid in Full Augsburg may charge late fees and interest on delinquent accounts. Missed or late payments will be subject to a late payment charge and/or a finance charge on the overdue balance from the date the balance was due until payment in full is received. If your account is not paid in full on the first day of the term, finance charges at the rate of 8% per year (.67% per month) will be added onto your student account balance. For example, this means that for every $1,000 owed you will receive $6.70 a month in finance charges. A $30 NSF Fee will be added for any payment returned by the bank for Non-Sufficient Funds. Past Due Accounts If the student does not set up a formal payment plan with Augsburg’s Student Financial Services department, Augsburg reserves the right to demand payment of the entire balance owed by that student and to take steps to collect it. 20 Augsburg may cancel the student’s registration, prevent the student from registering for future terms, withhold transcripts or diplomas, remove the student from on-campus housing, turn the student’s account over to a collection agency, or take legal action to collect any past due balance. Each student authorizes Augsburg to release financial information about her or his account and other pertinent information such as address and phone number to third parties who are dealing with the collection of the account balance. By providing us with a telephone number for a cellular phone or other wireless device, you are expressly consenting to receive communications – including but not limited to prerecorded or artificial voice message calls, text messages, and calls made by an automatic telephone dialing system – from us and our affiliates and agents at that number. This express consent applies to each such telephone number that you provide to us now or in the future and permits such calls regardless of their purpose. Calls and messages may incur access fees from your cellular provider. Each student also agrees to reimburse Augsburg College, or its agents, the fees of any collection agency, which may be based on a percentage at a maximum of 40% of the debt, and all costs and expenses, including reasonable attorneys’ fees, we incur in such collection efforts. Please note that, due to the Bankruptcy Reform Act, educational benefits are generally exempt from discharge under bankruptcy. The terms of this agreement remain in effect until all Term Fees and other charges are paid in full. Tuition Refund Students are eligible for a 100% tuition refund for any courses they drop without notation through the date labeled “Last day to drop without a ‘W’ grade & 100% refund – Full Semester class” on the Academic Calendar. After this date, students are no longer eligible for any refund of tuition unless they withdraw from all of their courses. This policy is effective whether or not a student has attended classes. Students withdrawing from all of a term’s courses may receive a 50% tuition refund when they withdraw by the date labeled “Last day to withdraw with 50% refund – Full Semester class” on the Academic Calendar. Students are responsible for cancelling courses through the Registrar’s Office (or online) in order to be eligible for any refund. Students who unofficially withdraw (stop attending) but do not complete the drop/add form are responsible for all charges. Financial aid may be adjusted based on the student’s last recorded date of attendance. Refund calculations are based on the date that the drop/add form is processed. Medical Refund If a student is forced to withdraw from one or more courses in a term due to illness or an accident, a request for a medical refund should be made through the Academic/Financial Petition. Petition forms are available through the Registrar’s Office website. An extra medical refund may be granted by the Committee upon submission of documentation from the attending doctor, on letterhead, verifying the medical circumstances. Unofficial Withdrawal Federal regulations require that records of financial aid recipients who earn failing grades in all their classes be reviewed. If courses are not completed (e.g., unofficial withdrawal, stopped attending), the College is required to refund financial aid to the appropriate sources according to federal or Augsburg refund policies based on the last recorded date of attendance. Students are responsible for the entire cost of the term, including the portion previously covered by financial aid should they stop attending. Students are strongly urged to follow guidelines for complete withdrawal from college. If there are extenuating circumstances, a petition to have the cost of tuition refunded can be made. Petition forms are available online through the Registrar’s Office website. A student who registers, does not attend any classes, and does not withdraw may petition to withdraw retroactively. The student must petition within six months of the end of term and provide proof of non-attendance. Proof can include, but is not limited to, statements from each instructor that the student never attended, or documentation of attendance for the term at another college or university. If approved, grades of W will be recorded and tuition charges for the term will be replaced with an administrative cancellation fee of $300. 21 Financial Aid Policy Financial aid such as federal, state, and institutional grants and scholarships are awarded based upon the total number of registered credits on the “Last day to add with faculty signature – Full Semester class” as noted on the Academic Calendar. Students must register for internships, Time 2 classes, and ACTC classes before the “Last day to add with faculty signature-Full Semester class.” Financial aid will not be adjusted for classes added after this date. Students must earn the financial aid they are awarded each semester by actively attending and participating in classes throughout the semester. Financial aid is recalculated when students do any of the following: drop classes without a “W” grade, fail to begin classes, cease to attend classes, fail all classes, or fully withdraw from all classes. Financial Aid - Return of Aid Students must earn the financial aid they are awarded each semester. A student can earn their aid by attending classes, or in the event of hybrid/online courses, by being an active participant in the course. Federal/State Aid Adjustments Augsburg is required to return unearned federal/state aid for students who fully withdraw from their courses. Students are eligible to keep more aid the longer they attend their courses. After 60% of the term has passed, students are eligible to keep all of their federal/state aid. If you are planning to completely withdraw from your courses, please see a Student Financial Services counselor to determine what aid may need to be returned. Institutional Aid Adjustments Augsburg will return institutional aid for students who partially withdraw or fully withdraw from courses. If students withdraw from their courses, they will receive a 50% tuition refund and 50% of their institutional aid will be removed. If a student withdraws after the last day to receive a tuition refund, there will be no adjustment to their institutional aid. Credit Refund Augsburg students may be eligible to receive a credit refund if their financial aid exceeds tuition and fee charges for a term. Credit refunds are issued within two weeks after the last day to drop courses without recorded notation. Financial Aid needs to be finalized and applied to a student’s account before the credit refund can be issued. (You can verify your financial aid status online through Track Your Financial Aid. You can check your transaction history online to verify that all of your financial aid has been applied to your account and nothing is left pending.) Changes in enrollment status, housing status, and program status may affect financial aid eligibility and credit refunds. Students who are enrolled less than half-time (less than 6.0 credits for undergraduates; less than 3.0 credits for graduates) may not be eligible for financial aid; however, students may apply for private alternative loans. Registration changes made from the first week of the term through midterm may require a return of financial aid funds. Students who drop courses may receive a tuition refund, but some forms of financial aid may have to be adjusted before a refund will be available. Financial aid return of funds may take up to 30-45 days to be processed. Bookstore Students who are registered for the upcoming term will be allowed to charge up to $700 to their student account. Students DO NOT need to request a bookstore account this year. Please plan ahead and purchase books and supplies before the scheduled cut-off dates. Plan ahead for courses that start midterm as you will be unable to charge anything to your student account after the cut-off date. Students’ accounts will be billed for only what was spent on their bookstore accounts before credit refunds were issued. If your bookstore charges create a balance on your account, you need to make payments in accordance with your statement. Bookstore purchases charged to a student account are intended for students who have excess financial aid funds to cover their tuition, fees, AND their books or supplies. Please contact Student Financial Services before you purchase books if you need to discuss payment options. 22 Due to the financial aid cycle, you can only charge expenses to your bookstore account during specific times. Third Party If you are expecting a third party to cover the cost of your books, you will need to turn in an itemized receipt of your purchases to the Student Financial Services Office, along with your invoice request. Additional Funds If the cost of your textbooks and supplies are above $700 in one term, you have enough financial aid to cover the additional costs, and you would like to charge the additional amount to your student account, please send the following information to Student Financial Services (studentfinances@augsburg.edu). All requests need to be in writing. Subject: Request for additional funds Full Name: Student ID number: Additional request: Students will receive an e-mail when the additional request has been processed. Accounts are opened as quickly as possible, but it could take up to two business days for activation. Consumer Information Loss of Financial Aid Eligibility Due To a Drug Offense A student convicted of a state or federal offense involving the possession or sale of an illegal drug that occurred while the student was enrolled in school and receiving Title IV aid is not eligible for Title IV funds. [An illegal drug is a controlled substance as defined by the Controlled Substance Act and does not include alcohol and tobacco.] A borrower’s eligibility is based on the student’s self-certification on the Free Application for Federal Student Aid (FAFSA). Convictions that are reversed, set aside or removed from the student’s record, or a determination arising from a juvenile court proceeding do not affect eligibility and do not need to be reported by the student. A student who is convicted of a drug-related offense that occurred while the student was enrolled in school and receiving Title IV aid loses Title IV eligibility as follows: For the possession of illegal drugs First offense: one year from the date of conviction Second offense: two years from the date of the second conviction Third offense: indefinitely from the date of the third conviction For the sale of illegal drugs First offense: two years from the date of conviction Second offense: indefinitely from the date of the second conviction A school must provide a student who loses Title IV eligibility due to a drug-related conviction with a timely, separate, clear, and conspicuous written notice. The notice must advise the student of his or her loss of Title IV eligibility and the ways in which the student may regain that eligibility. Regaining Eligibility after a Drug Conviction A student may regain eligibility at any time by completing an approved drug rehabilitation program and by informing the school that he or she has done so. A student regains Title IV eligibility on the date he or she successfully completes the program. A drug rehabilitation program is considered approved for these purposes if it includes at least two unannounced drug tests and meets one of the following criteria: The program received or is qualified to receive funds directly or indirectly under a federal, state, or local government program. 23 The program is administered or recognized by a federal, state, or local government agency or court. The program received or is qualified to receive payment directly or indirectly from a federally or state licensed insurance company. The program administered or recognized by a federally or state-licensed hospital, health clinic, or medical doctor. Policies may change throughout an academic year if necessary to comply with federal, state, or institutional changes or regulations. 24 Residence Life Students who choose to make Augsburg their home find a friendly, 23-acre village in the midst of a major metropolitan area. They make many new friends among roommates and classmates. They are just steps away from Lindell Library, classrooms, Hoversten Chapel, the ice arena, fitness center, and Christensen Center. With just over 1,000 students living on campus, most students and faculty greet each other by name. Augsburg recognizes the importance of the residential experience during the college years. Studies show that students who live on campus are more likely to persist academically, to be involved on campus, and tend to have a slightly higher grade point average. Residence Life staff are professional and student team members available to support students in their academic and co-curricular experiences. Through their efforts residential community members become acquainted with life at Augsburg through educational and social opportunities. Living on campus offers many opportunities for learning, leadership, and fun. Numerous events are planned to welcome students to the community, including dances, movie nights, open mic nights, and weeks devoted to special themes or issues. Resident students have access to a 24-hour computer lounge, wireless internet, study lounges, 24-hour security, laundry facilities, and vending. All rooms and apartments are equipped with hook-ups for telephone, cable television, computers, and internet access. A skyway connecting the lobby of Urness Hall and Mortensen Hall to Christensen Center and Oren Gateway Center to the Lindell Library keeps students out of the weather on the way to class. To secure housing on campus, students need to submit the following items: Housing deposit Residence Life and Dining contract During spring semester, current Augsburg students are provided with information on the process to secure housing for the next academic year. Facilities Urness Hall—One home to new Auggies and upper-class resident advisors, this nine-story high-rise houses 313 students. Each floor is considered a house-unit providing 36 students (two to a room) with their own lounge, study, and utility areas. In Urness Hall, rooms are furnished with a bed, dresser, desk, and chair. Meal plans are required. Mortensen Hall—This building is a 13-story high-rise apartment building. It contains 104 one-bedroom and twobedroom apartments to accommodate 312 upper-class students. Mortensen Hall is carpeted and contains kitchenette units. It is furnished with beds and dressers. Meal plans are required. Anderson Hall—Contains four types of living units: two-bedroom apartments, two-room suites, floor houses, and townhouses. This residence houses 192 upper-class students, and the Neighborhood program. All rooms are furnished with beds, dressers, desks, and chairs. Meal plans are required. Anderson Hall Neighborhoods—This is available to students who are interested in creating a living/learning environment by designing their own house system. All members meet to determine their program focus, educational goals, and community agreement guidelines. Examples of programs of past neighborhoods include ELE (Everyone Loves Everyone), Hip Hop House, Environmental Neighborhood, and Honors. Luther Hall—Opened in 1999, this apartment residence includes studios and two- and four-bedroom apartments with full kitchens. Beds, dressers, desks, and chairs are provided. Underground parking is available at an additional cost. Meal plans are optional. Oren Gateway Center— The new “front door” to the Augsburg campus, Oren Gateway Center offers substance-free living connected to a dining area, underground parking, and classrooms. Opened in 2007, Oren Gateway Center houses the StepUP first-year and upperclass students committed to an alcohol- and drug-free environment. Flats, apartments, and studios are furnished with bed, desk, and dressers. Meal plans are optional. 25 Food Service Commons—Situated on the top floor of Christensen Center, this is the main food service facility for students, faculty, and staff. This spacious room features small-table units for easy conversation overlooking the College quadrangle and Murphy Square. Students on board plans who live in residence halls eat their meals in the Commons. We offer a mealto-go program for those on a tight schedule. Students have the option of using one meal exchange each week at Einsteins or Nabo to supplement the Commons. Einstein Bros. Bagels—On the main level of Christensen Center, Einstein Bros. Bagels sells coffee, smoothies, hot and cold sandwiches, wraps, soups, salads, and snacks. Nabo—This eatery is located in the Oren Gateway Center. Pronounced “náh-bu,” with the accent on the first syllable, featured food options include pasta, cold and hot sandwiches, a pasta bar, pastries, and beverages. 26 Student Activities and Organizations Augsburg’s mission focuses on student learning in the broadest sense. Experiences in the classroom are an important part of college life, yet learning and development also occur in formal and informal activities of the College and the surrounding area. Whether students take classes in the day, evening, or weekend, the climate for learning and living at Augsburg will add dimension to their education. Athletics and Sports Intercollegiate Athletics Augsburg is affiliated with the Minnesota Intercollegiate Athletic Conference (MIAC) and is a member of the National Collegiate Athletic Association (NCAA) Division III. Men annually compete in football, soccer, cross country, basketball, ice hockey, wrestling, baseball, indoor and outdoor track and field, and golf. Women annually compete in lacrosse, volleyball, cross country, soccer, basketball, ice hockey, softball, swimming, indoor and outdoor track and field, and golf. Facilities At Augsburg, the facilities are for all students, faculty and staff. Check schedules for times when there is open use of the gymnasium and ice arena. On-campus facilities include a double-rink ice arena, a 3-court gymnasium, a multi-purpose athletic field, fitness center with workout machines, a weight room, a racquetball court, and an air-supported dome over the athletic field for winter fitness, rentals, and spring sport practices. Intramurals Every student is urged to participate in activities for recreation and relaxation. An intramural program provides competition in a variety of team sports as well as individual performance activities. Check schedules on the Athletics website for times when there is open use of the athletic field/dome, gymnasium, and ice arena. Campus Activities and Orientation Campus Activities and Orientation (CAO) creates and implements innovative programming that fosters individual and community development and creates an environment where students can connect, engage, and invest in the Augsburg community. CAO programming works to enhance and supplement the liberal arts and professional studies at Augsburg College through quality transitional programs for new students as well as through leadership education. CAO is made up of four program areas: Campus Activities CAO offers several programs and activities throughout the academic year designed to connect and engage students with the Augsburg and surrounding community. Student and Group Leadership Development Emerging Leaders Program (ELP) is an initiative designed to develop new leadership at Augsburg College by empowering incoming students to cultivate and apply their inherent leadership skills through a semester-long skill-building training program. Student Group Development-CAO provides student groups with workshops focusing on social justice, privilege, antioppression, and other pertinent areas of development. Orientation Programs SOAR is a required two-day, overnight orientation experience for incoming first-year day students designed to help with the transition to Augsburg College. Students will meet fellow classmates, faculty, and staff; learn about college resources and services; and get a taste of life on campus. 27 Parent SOAR is an optional orientation experience for the parents and guardians of first-year students that runs concurrently with the students’ SOAR session. Parents obtain important information about the campus; meet fellow parents, faculty, and staff; learn about college resources and services; and get a taste of what life will be like for their students on campus. Transfer SOAR is a required day-long orientation experience for transfer students designed to help with the transition to Augsburg College. Students will learn about College resources and services, hear about academic programs, and discover why being a part of the Augsburg community is so rewarding. Auggie Days is a required on-campus orientation experience for incoming first-year day students, which is designed to complement SOAR, provide opportunities to enhance academic and personal success, and offer a helpful advantage in starting at Augsburg College. Student Organizations CAO manages student organizations on campus and provides them access to many benefits, including but not limited to: organization emails, websites, Auggie's Nest lockers, Auggie Room supplies, skill-building workshops and conferences, advising, funding and grants, and much more. Campus Ministry At Augsburg College, we are “guided by the faith and values of the Lutheran Church.” Because of this identity, we seek to develop an environment where people are encouraged to use and discover gifts and a sense of call and vocation. As a college of the church, we emphasize the development of this through attending to the sacred, living into radical hospitality, and shaping community. The college pastors, Chaplain to Student Athletes, Muslim Student Advisor, and campus ministry staff have offices in Foss, Lobeck, Miles Center for Worship, Drama, and Communication and are available for spiritual guidance, counseling, support, or information. Our concern for spiritual care is evident in the opportunities we encourage and provide for students to explore their own faith. Daily worship, Wednesday Night Holy Communion, Bible studies, community outreach, retreats, peace and justice events, concerts and gatherings, Friday prayer, and interfaith initiatives are examples of the wide varieties of activities on campus. Community Engagement The Sabo Center for Democracy and Citizenship, rooted in Augsburg’s mission to educate students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders, aims to: Create a culture of civic agency and engagement among students, faculty, staff, and our broader community so that graduates are architects of change and pioneers in work of public significance. Foster connections with local community based organizations and position Augsburg as an anchor institution in the Twin Cities. Revitalize the democratic and public purposes of higher education in a time when strengthening colleges’ visible contributions to the common good, not simply to private benefit. Bonner Leaders Program In Fall of 2008 Augsburg College launched its first year of the Bonner Leaders Program. Through the Bonner program, students develop deep community relationships and engage in long-term policy advocacy throughout their time at Augsburg. Those selected to be Bonner Leaders are students with diverse ethnic and geographical backgrounds and experience in community and public work. Through placements with partner nonprofit organizations and community programs, students work an average of 220 hours each academic year supporting ELL classrooms, running an employment education computer lab, coordinating a low-income housing program, community health outreach, tutoring in afterschool programs, and more. Beyond their work-study placements, students participate in civic engagement efforts on campus. 28 Through their participation with the Bonner Leaders Program, students engage in monthly guided reflections and leadership development workshops. The Augsburg Bonner Leaders Program is a successful model that builds on the College’s culture of community and civic engagement. Campus Kitchen The Campus Kitchen Project connects the campus community with the larger neighborhood by using food as a tool to nourish bodies, develop leadership, and educate students through service learning. To accomplish these goals, four programs focus on this engagement: Food to Share o Surplus food from the Augsburg Dining Service is donated, reheated, and served by student volunteers to neighborhood partners, including homeless shelters, youth and senior programs, and others. Augsburg students in need can also find free food at our food shelf on campus, the Campus Cupboard. Food to Grow o On the corner of campus, Augsburg staff and students manage a community garden composed of nearly 100 garden plots where community and campus members can grow their own food. The garden staff also hosts classes on healthy living in which neighborhood youth learn to grow and cook healthy food. Food to Buy o Find fresh produce grown by local farmers at the weekly farmer’s markets Tuesdays through the summer: 11-1 pm at Foss Chapel on campus, and 2-5 pm at the Brian Coyle Center down the street. The market doubles any purchase made with food stamps. Augsburg is also the host of an organic CSA farm that people can become members of and get a large box of produce each week. Food to Know o Understanding our food system and community health through programs that educate on issues of hunger and poverty, and cooking and gardening classes in the community and weekly on campus. Common Table The Common Table, located at 2001 Riverside in the Trinity Congregation Building, is devoted to building community capacity to make change by connecting and equipping leaders. Connecting campus community with neighborhood community. Connecting students to local communities, professionals, and movements. Connecting community members across boundaries at an intersection. Equipping young people with the mentorship and connections to pursue their goals. Equipping community members with the tools and experience of public work and organizing. Equipping leaders with an equity analysis for equitable leadership. We continue to welcome new ideas for utilizing this multi-purpose space to deepen the relationships between Augsburg College, Trinity Lutheran, the Cedar Riverside neighborhood, and the Twin Cities. Jane Addams School for Democracy The Jane Addams School for Democracy brings immigrant families, college students and other community members together to do public work and learning. It is a community-based initiative inspired by the vision of democracy, productive citizenship, and popular education held by settlement house pioneers like Jane Addams, who created Hull House in Chicago in 1889. Participants in the school include long-time community residents, Hmong, Latino, and East African refugee and immigrant adults and children, as well as students, faculty, and staff from nine Twin Cities colleges and universities. The non-bureaucratic and non-hierarchical structure of Jane Addams School breaks down barriers so that people can work together across language, culture, gender and age differences to address issues that impact their daily lives. 29 Public Achievement The Public Achievement organizing model recognizes that people of every age have skills, talents and ideas, and that by learning to work strategically with others they can solve problems and build sustainable democratic societies. In a school setting, young people form teams to take action on a public problem that is important to them (for example, driving out gang activity or improving classroom space). The team works with a coach—typically a teacher or college student—to develop an action plan. Through practice and reflection, the team members develop public skills and confidence. Service-Learning and Community Engagement/Community Service-Learning Augsburg’s Community Service-Learning Program provides students with opportunities to understand and respond to needs in the city through course-embedded service experiences and civic engagement activities. A key component of community service-learning is reflection on and analysis of community issues in order to promote personal and educational growth and civic responsibility. By connecting classroom content with service-learning experiences in the city, Augsburg students deepen their understanding of abstract course concepts while learning about pertinent and related community issues. This dynamic and interactive educational approach employs reciprocal learning between students and their community. Service-learning components are embedded in most academic disciplines. Examples of community service-learning sites include homeless shelters, cultural and environmental organizations, tutoring programs, and literacy centers. Fine Arts Students have many opportunities to participate in music and drama. In addition to appearing on campus and in the city, the Augsburg Choir, Concert Band, and Orchestra may perform on regional, national, and international tours. Many other ensembles are available to cover the entire range of musical styles and previous musical experience. Students stage several plays on campus each year under the direction of the Theater Program and have the opportunity to attend a series of on-campus workshops with visiting arts professionals. Student Center Christensen Center, the Augsburg student union, serves students, faculty, staff, alumni, and guests. Traditionally considered the “living room” of the campus, the student union provides a central gathering place for the diverse populations of residential, commuter, Adult Undergraduate, and graduate students at Augsburg through the merging of curricular and co-curricular programs and activities. Christensen Center also houses several student services, such as the Admissions Office, Campus Activities and Orientation, the Strommen Center for Meaningful Work, Multicultural Student Services, LGBTQIA Student Services, Event and Conference Planning, the Copy Center, Shipping and Receiving, the Information Desk, A’viands Food Services, and Mail Services. The Auggie’s Nest, located on the ground floor of Christensen Center, serves as the student organization office area and houses the Augsburg Day Student Government, the Augsburg ECHO (campus newspaper) office and the KAUG (campus radio) office. Lockers are also available in this area for student organization use. Student Government The Augsburg Day Student Government and the Adult Undergraduate Student Advisory Council organizations support and advocate for student concerns, needs, and activities. These student government groups serve as the official student governments, and the primary voice and liaison between students and the administration, faculty, and staff of Augsburg College. 30 Student Resources/Academic and Support Services Lindell Library Resources Since 1997 the James G. Lindell Family Library has been home to a wide variety of print and digital collections, now numbering almost 200,000 books, 60,000 e-books, 60,000 e-journals, 4,000 movies on DVD or VHS, and more than 120 databases. Through its streaming video services, Lindell Library provides access to an additional 50,000+ educational videos. Lindell also houses significant collections of juvenile literature and K-12 curriculum materials, as well as the College’s archives and special collections. If that still isn’t enough, Lindell Library belongs to CLIC, Cooperating Libraries in Consortium, a network of seven private liberal arts colleges in the Twin Cities. Augsburg students can borrow books and videos from any of the other CLIC libraries and get those materials delivered directly to Lindell Library through CLIC’s daily courier service. Research Support Research Support Research help is always available, either online or in person, at Lindell Library’s Learning Commons. Our research guides, available on the library’s website, provide access to key research materials on topics as wide-ranging as health and physical education, film studies, computer science, or music therapy. Students can talk to an expert in person at Lindell’s Learning Commons desk, by phone at 612-330-1604, by email at refdesk@augsburg.edu, or chat with an expert 24/7 through our Ask-A-Librarian service at library.augsburg.edu. Other Cool Stuff Libraries are more than just books and databases, they are places to gather for collaborative research or quiet study and reflection. At Lindell Library, you can do both. Ten group study rooms are available on the top floor of Lindell Library, and can be reserved up to two weeks in advance. The lower level is a designated quiet study space for those who prefer to work alone. Whether working alone or in a large group, Augsburg students can check out a laptop from the Library’s Circulation Desk. Other equipment is also available for check out; just ask our friendly staff for assistance. The staff at Lindell Library are eager to help you with all your research needs. Stop by anytime that the library is open (hours are always posted on the library’s website), or contact us at: library.augsburg.edu refdesk@augsburg.edu 612-330-1604 Information Technology Resources Augsburg College has built a reputation as a leader in its commitment to provide students with relevant and timely access to information technology and training. Visit the Student Technology website, inside.augsburg.edu/techdesk, for more on Information Technology at Augsburg. Computer Labs Students have access to more than 250 on-campus computers. Both PC and Macintosh desktop computers are available in the Lindell Library Learning Commons and computer lab, and in the 24-hour Urness computer lab. The College has five computer classrooms, 41 technology-enhanced classrooms and one video conferencing-enabled classroom. The circulation desk in Lindell Library has 45 wireless laptops available for use in the library. Several computer clusters are available for more specific student use within academic departments. A high-speed fiber optic campus network provides access to AugNet online services, printing, and to the internet. Network-ready student machines can connect to the campus network from residence hall rooms or any building on campus using WiFi. All of the AugNet online services are available securely on- and off-campus. 31 Clair and Gladys Strommen Center for Meaningful Work Career & Internship Services The Career and Internship Services office is an integral component of the Clair and Gladys Strommen Center for Meaningful Work. Our staff is committed to helping students develop lifelong career management skills that honor each student’s unique gifts and aspirations, aligned with active citizenship in the world. The Career and Internship Services office plays an essential role in students’ overall education and includes a comprehensive resource center that emphasizes the importance and value for all students to engage in internships, career development, and the exploration of vocation throughout their college years. We help students and alumni: Assess their values, interests, personality, strengths, and skills Explore meaningful work options and majors that align with these elements Link academic majors with career paths Consider the role that vocation plays in their lives Clarify their personal definition of meaningful work Build experience through volunteer and internship learning opportunities Prepare for the job search and/or graduate school Build lifelong career management skills to successfully navigate the changing job market Make a difference in our communities by contributing their unique gifts to the world Augsburg offers several opportunities for students to gain on-the-job and internship experience. Our faculty and staff have developed partnerships with community organizations and employers that provide learning opportunities to students, many of which fulfill the Augsburg Experience requirement for graduation. Internships Internships for Academic Credit o An internship for credit is a carefully planned, work- or service-based learning experience where a student focuses on specific learning objectives that connect concepts of the major to the experience. An academic internship is approved, supervised, and evaluated by a faculty member in the department in which the student wishes to earn the internship credit. Interdisciplinary (INS) internships are also available. A learning agreement plan, negotiated with the faculty supervisor and work supervisor, outlines the academic objectives, strategies, and evaluation methods for receiving credit. Students complete internships in nonprofits, small and large businesses, government agencies, museums, arts organizations, schools and churches. o Internships for credit are available in all majors and can be taken during any semester. Students must be registered for their internship during the term in which they are completing the majority of their experience. Credit will not be awarded for past experiences. Internships can be registered for 2 or 4 semester credits. A two credit internship involves a minimum time commitment of, on average, 6 hours per week or 80 total hours for the semester. Internships for four credits require a minimum time commitment of, on average, 12 hours per week or 160 total hours for the semester. A maximum of 16 semester credits of internship may count toward the total credits required for the degree. Upper division internships completed off-campus for credit will automatically fulfill the Augsburg Experience graduation requirement. Non-credit internships o Internships related to a student’s major or career interests can be registered for a zero-credit internship (AUG EX3) to fulfill the Augsburg Experience graduation requirement. The goal is for students to apply theory to practice in a real world setting and reflect on the experience. Internship opportunities are typically part-time during the academic year and/or full-time during the summer, but may have flexible start dates and schedules. Students choosing to complete this option will register the internship during the term in which they will be completing the experience, set learning goals, complete a minimum of 80 hours, and reflect on their experience. The Director or Internship Coordinator of Career and Internship Services supervises non-credit internships and evaluates the reflection process. 32 Work Connections (Available to WEC and AU students only) o Work Connections is a non-credit option available to WEC/AU students who are currently working full or part-time. The Work Connections option allows WEC/AU students to utilize their rich and often extensive work history to meet the Augsburg Experience graduation requirement in lieu of a traditional internship. WEC/AU students choosing to complete this option will register for the Work Connections course (AUG EX4) during the term in which they intend to complete their reflection work. This option requires students to write learning outcome goals that integrate their on-the-job experience with classroom learning and complete reflection assignments describing an academic and work connection. Staff of Career and Internship Services supervises and evaluates the Work Connections reflection process. Gage Center for Student Success The Gage Center assists all Augsburg students in setting and achieving optimal academic goals here at the College and beyond. The Gage Center is located on the Link Level of Lindell Library. The center consists of five collaborating units: Academic Advising The professional staff advisors in the Deidre Middleton Office of Academic Advising work directly with students in identifying academic interests and satisfying the curricular requirements of the college. In addition, we support the work for faculty advisors. Our office assists new Day and Adult Undergraduate (AU) students with initial course selection and registration, and provides orientation to the academic policies, procedures, and resources at the College. In addition, Academic Advising administers assessment tests, interprets graduation requirements, provides degree planning resources, and answers academic progress questions. All incoming students are assigned a faculty and staff advisor. Staff advisors work closely with students to ensure their understanding of available resources and support. As students become more familiar with the College, they spend more time meeting with their faculty advisor and developing the faculty-student mentoring relationship. Once a major is declared, each student will select a faculty advisor from their chosen discipline by completing the Change of Major/New Advisor Form. While all students are required to meet with their faculty advisor(s) each term prior to registration, students are encouraged to meet with their advisor(s) as often as necessary to support their academic progress. Students must declare their major(s) by the end of their sophomore year. Majors and minors are declared online in Augnet Records and Registration. Students confirm their majors and minors on an annual basis until the Intent to Graduate form is submitted. Academic Skills Office (ASO) The Academic Skills Office helps students to achieve their academic goals and become self-directed learners. Comprehensive academic support (e.g., training in time management, note-taking, reading, testing, motivation/procrastination, problem solving, troubleshooting) is available for all Augsburg students through individual and group appointments. In addition, the Academic Skills coaches address affective needs and aid in the overall transition to college. Coaches also refer students to campus resources. The Academic Skills Office coordinates several programs to support students: Academic Skills Coaching o All students in need of academic support services may meet with a professional member of our staff (academic skills coach) to identify issues, find short-term solutions, problem-solve, and learn about additional resources on and off campus. Tutoring/Supplemental Instruction Services o ASO coordinates free tutoring (individual and group drop-in) for most classes and supplemental instruction in specific courses. Tutors and SI leaders are recommended by course professors and trained by ASO to provide tutoring support. See form here, call us at 612-330-1445, or e-mail your tutor request to tutor@augsburg.edu. Response time varies based on tutor availability. You will receive an e-mail as soon as a tutor is available. CAP Program – Connect, Achieve & Progress 33 o Each year, a limited number of students are admitted conditionally through the CAP program. If CAP students do not meet the program requirements in their first semester, they will be continued in the CAP program, placed on probation, or dismissed. Get more information at the Academic Skills Office website, http://www.augsburg.edu/acskills. See the Academic Progress, Probation, and Dismissal section of the catalog for a description of probation and dismissal procedures. Satisfactory Academic Progress Warning and Probation Advising o Students who do not meet the College’s Satisfactory Academic Progress (SAP) standards, will be placed on Warning, Probation, or Suspension. Students on Warning and Probation are required to meet with an approved academic advocate and complete all necessary requirements as outlined on the Academic Skills Office website at www.augsburg.edu/acskills. A registration hold is placed on the student’s record, which will prevent registration until the necessary Probation requirements have been completed. Students who do not complete the requirements as needed, may be suspended. For more information see the Satisfactory Academic Progress (SAP) section of this catalog. Center for Learning and Accessible Student Services (CLASS) The Center for Learning and Accessible Student Services (CLASS) provides individualized accommodations and academic support for students with documented learning, attention, psychiatric, sensory, and physical disabilities, as well as those with temporary disabilities. CLASS has been recognized as a leader in its field, helping these students gain access to the college curriculum. Its mission is a reflection of Augsburg’s commitment to providing a rigorous and challenging, yet supportive, liberal arts education to students with diverse backgrounds, preparations, and experiences. Each term, Disability Specialists work directly with students to develop a plan for ensuring they have equal access to Augsburg courses, programs, activities, and facilities. Students are encouraged to meet regularly with their specialist, and discussions may include: Accommodations for testing and coursework (e.g., extended time, note-taking) Referrals to other campus resources (e.g., tutoring, student technology assistance, academic advising, counseling, financial aid) Training and use of assistive technology through the Groves Accommodations Laboratory Coaching on academic, organizational, and time management skills Campus living accommodations The Disability Specialists may also consult with instructors, academic advisors, and other members of the college faculty, staff, or administration to support each student as they work toward success. Taking advantage of these accommodations and services, however, remains the student’s responsibility. Any Augsburg student who wants to establish eligibility for accommodations and services should schedule a meeting with a Specialist to discuss their needs, as well as appropriate documentation of their disability. CLASS also provides informal screenings for students who suspect they may have a learning-related disability. These screenings are meant only to help students determine whether they should seek a thorough evaluation by a qualified professional. Academic accommodations are intended to ensure access to educational opportunities for students with disabilities and may not fundamentally alter the basic nature or essential components of an institution’s courses or programs. The services and technology provided by CLASS are enhanced by generous support of the Gage family and Groves Foundation. For further information, call 612-330-1053. TRIO Programs TRIO programs are funded by the US Department of Education, and hosted with additional funding by Augsburg College. TRIO Programs seek to help students overcome class, social, academic, and cultural barriers to higher education. They help students prepare for college, adjust to college life, persist in college, and maintain good academic standing to graduate with a bachelor’s degree, as well as assist with preparation for graduate school. 34 TRIO/Student Support Services Student Support Services (SSS) is a TRIO program designed to help students persist in college and graduate in a timely manner. The program serves students who are low-income, first-generation college students (neither parent has a fouryear degree) and/or students with disabilities to develop the skills and motivation necessary to successfully pursue and earn a bachelor’s degree. Participants in TRIO/SSS must also be US citizens or permanent residents or refugees, must demonstrate academic need for program services, and must be committed to succeed in college. Augsburg TRIO/SSS serves 160 students from the point of admission through graduation, including transfer students. TRIO/SSS typically admits 40 new students to the program each year. Students meet regularly with their TRIO/SSS staff advisor to address academic success issues through: Individual academic advising and support, including appropriate goal attainment strategies and self-advocacy skillbuilding Academic program planning, including pre-registration for each term, major and career decision-making, and longterm course planning Preemptive tutoring during the first seven weeks of the semester Financial aid counseling and financial literacy education Information on and assistance with FAFSA renewal and supplemental scholarship applications Academic progress monitoring Weekly adjustment-to-college meetings for first-year students Weekly progress meetings for students on academic probation and for students admitted through Conditional Admit Program (CAP) Career, academic and personal skills development, with referrals to appropriate resources Information, preparation, and referral to on- and off-campus leadership, internship, job and service opportunities Academic success workshops, group academic skill development Graduate and professional school information and application assistance Social and cultural activities and student-led events Equipment lending program for short-term use of laptops, graphing calculators, Smart Pens Five-week residential Summer Bridge program for 25 incoming first-year students, including free summer-term college coursework, academic seminars, adjustment-to-college workshops, and advising Need-based college completion scholarships for junior and senior students actively participating in TRIO/SSS Students may apply for TRIO/SSS any time after admission to Augsburg College; however, preference is given to students who apply within their first term of enrollment. For more information or an application, go to www.augsburg.edu/triosss or contact program staff directly at 612-330-1311 or triosss@augsburg.edu. TRIO-McNair Scholars Program The Ronald E. McNair Post-Baccalaureate Achievement (McNair Scholars) Program, a federal TRIO program funded by the US Department of Education, is designed to prepare participants for graduate school through involvement in research and other scholarly activities. The goal is to increase the number of students in doctoral degree programs who are low-income, first-generation and/or underrepresented in graduate education. The Augsburg McNair program serves 26 students per year who are admitted during their sophomore or junior year. Admission is competitive as students must demonstrate strong academic potential and have an interest in pursuing doctoral studies. To be eligible for the program the student must be: (1) enrolled full-time at Augsburg College; (2) a permanent resident or U.S. citizen; (3) qualify as BOTH low-income AND first generation; AND/OR a member of a group underrepresented in graduate study—African American, American Indian, Alaskan Native, or Hispanic/Latino. A major component of the Augsburg McNair Scholars Program is a summer research experience in collaboration with a faculty mentor. Scholars receive a $4,000 research stipend, plus a room and board stipend, and funding for research supplies. Stipends are also available for attending and presenting research at a professional conference. McNair Scholars participate in: A motivated, diverse, and supportive learning community; 35 Graduate school preparation and application assistance; Intensive preparation for the Graduate Records Examination (GRE), the test required for admittance into most graduate programs; Social and cultural activities to enrich participants’ academic lives and perspectives; Conference travel and professional presentation of participants’ research; Financial aid exploration and financial incentives such as fee waivers for graduate school applications and the fee reduction waivers for GRE, as well as McNair-designated national fellowships; Academic workshops and the 2 credit course McNair 301: Research in the Disciplines; Workshops to sharpen writing, library, technology, and oral presentation skills. The McNair Scholars program is rigorous and highly respected among graduate institutions nationwide. Office of Undergraduate Research and Graduate Opportunity (URGO) The Office of Undergraduate Research and Graduate Opportunity is a resource for Augsburg students seeking research, scholarship, and graduate and professional school opportunities. URGO also supports faculty and staff in their work to engage students in these areas. Services include: Undergraduate Research Summer Research Program o URGO Summer Research is a 10-week, on-campus program where students join a faculty member’s ongoing research/creative line or carry out an individually designed project. Students receive $4,000, a supply budget and a housing stipend. Academic year research o $1,200 to pursue scholarship with a faculty mentor Off-campus Summer Research Opportunities o URGO maintains a comprehensive website, listing off-campus research opportunities. URGO staff work with students to craft and submit high-quality applications for research experiences across the U.S. and some outside the U.S. Nationally-Competitive Fellowships Provide application assistance and interview preparation for awards such as the: Fulbright US Student Program Goldwater ($7,500 science scholarship) Rhodes (two years at Oxford) Truman (graduate fellowship for public service) Mitchell (one-year study at Irish institution) Rotary Ambassadorial Scholarship Marshall (two-year study at UK institution) Udall ($7,000 for undergrad interested in environmental or tribal policy) UK Summer Fulbright (first and second years study abroad at UK institution) NSF (graduate fellowship) Gates/Cambridge (two years at Cambridge) Graduate School and Pre-Health Sciences Advising Individualized advising and application assistance for: Graduate school Pre-health sciences (medical school, physician assistant program, pharmacy school, veterinary medicine, physical therapy, occupational therapy, public health. etc.) GRE Exam preparation course offered each summer at low cost 36 Other Initiatives Zyzzogeton is our annual on-campus festival showcasing undergraduate research and creative activity. Fund student travel to national academic conferences to present research findings. Mayo Innovation Scholars Program is a collaborative research between select Minnesota private colleges, Augsburg undergraduates, Augsburg’s MBA program, and the Mayo Clinic Office of Intellectual Property. Bernhard Christensen Center for Vocation Augsburg College has a deep and long-standing commitment to the concept of vocation--the idea that all people are called by God to use their individual gifts to serve the neighbor. The Christensen Center for Vocation works with students, faculty, and staff to explore how each person’s contributions can be uniquely valuable and how we might best live in freedom and responsibility for the sake of the world. The commitment to keep this understanding of vocation central to Augsburg’s mission is carried out by embedding the exploration of vocation in the curriculum as well as through the Christensen Scholars program, internship and service opportunities, short term projects and public lectures. The Christensen Center for Vocation also works to deepen and extend Augsburg’s commitment to interfaith engagement. That commitment includes an Interfaith Scholars program, creating a campus culture in which people of diverse religious traditions have welcoming sacred spaces, convening conversations that respect and explore our differences while also engaging together in acts of service, peacemaking and working for justice. The Christensen Center for Vocation is committed to working with churches, diverse religious communities, nonprofit organizations and other schools of higher education as we live out Augsburg’s commitment to educate students to be informed citizens, thoughtful stewards, critical thinkers and responsible leaders. StepUP® Program The StepUP program at Augsburg College strives to help students champion lives of recovery, achieve academic success, and thrive in a residential community of accountability and support. The culture of StepUP is shaped by its core elements: abstinence-based recovery models, mutual support groups, peer-to-peer recovery support, and other proven pathways to healthy recovery - along with the residential component of the program. Our holistic approach to recovery focuses around students developing healthy minds, bodies, spirits, and emotions. Students live in on-campus recovery housing, have individual support meetings with licensed alcohol and drug counseling staff, and participate in team and community-building activities. Students have access to academic skills specialists and other support services on campus in order to ensure their educational success. Participation in StepUP offers students leadership opportunities within the program, on campus, and in the greater Twin Cities community. Our students give back through leadership and service and thrive in an alcohol- and drug-free environment. In StepUP, students join together to form a community in which recovery is celebrated as a normal part of personal growth. Many of the friendships and bonds that students form while participating in the program last a lifetime. In order to qualify for the program, students must be committed to a 12-step or other proven, abstinence-based recovery program, have a minimum of six months of continuous sobriety, agree to abide by the StepUP student agreement, and live in StepUP housing. Multicultural Student Services American Indian Student Services The American Indian Student Services program has been assisting American Indian students to further their academic careers at Augsburg College since 1978. The program’s mission is to recruit, retain, and graduate Native students by providing academic, financial, emotional, and cultural support and advocacy in a comfortable and friendly environment. Some of the services provided include: Assisting students with the admission process and financial aid application 37 Nurturing students’ identification as an American Indian and providing opportunities for students to learn about their heritage Providing opportunities for the campus community to learn about the variety of American Indian people and cultures Providing academic advising and course plans Providing opportunities to network with other American Indian students, faculty, staff, and alumni Providing a number of different scholarships, including the Bonnie Wallace Leadership Award, Minnesota Indian Teacher Training Partnership Grant, and additional assistance in seeking and applying for other outside/tribal scholarships Offering community and professional referrals, networking opportunities within the Native community and information about jobs and internships Latin@ Student Services Mission The mission of Latin@ Student Services (LSS) is to provide services, programs and resources that empower Latin@ students to persist and graduate, develop and strengthen their self-advocacy and leadership skills, and contribute to the advancement of the communities they are part of. Most importantly, LSS seeks to be a safe inclusive place where students feel a sense of belonging and community and find pride in their self-identified identities, affinities, and culture. History Originally established in 1994 to support a majority of international and 2nd generation hispano/latino students, the office of Hispano/Latino Student Services was re-branded in 2014 under the Latin@ Student Services (LSS) name in recognition of the changing demographics and needs of current Latin@ students at Augsburg College. During the 2014-15 academic year, LSS has served 177 self-identified Latin@ students who represent a diversity of identities, cultural and national backgrounds, individual and community experiences, sexual orientation, religious affiliation, class, and immigration statuses. Pan-Asian Student Services The Pan-Asian Student Services program was created in 1992 to recruit and retain Asian-American students and to enhance the quality of their total experience while at Augsburg College. The program seeks to create opportunities where Asian students can be involved in and contribute to all aspects of academic and student life. The program provides assistance in the admissions and financial aid application process, orientation, registration and coursework selection, career development, academic and non-academic pursuits, and employment and placement referrals. The Augsburg Asian Student Association is affiliated with the program. The association organizes various activities during the academic year to increase the network of friendship and support for Asians, other students at Augsburg, and the surrounding community. Pan-Afrikan Center The Pan-Afrikan Center (PAC) traces its roots to the 1968 event, “One Day in May” when Augsburg students compelled faculty and staff to respond to Civil Rights era challenges pro-actively through sit-ins and teach-ins held on and off campus. As a result, Black Student Affairs was born. It has evolved over the years into the PAC. Today, the PAC is primarily a resource center, providing culturally-conscious personal, academic, financial, pre-professional and transitional support for students of African descent. This serves to enhance the recruitment, retention, and graduation of our students and facilitates a more meaningful learning experience. The PAC brings the knowledge and experience of Afrikan people in the Diaspora to the community through a variety of programming as well through advising the PanAfrikan Student Union. The Pan-Afrikan Student Union (PASU) is a commissioned organization whose purpose is to 38 enable students of African descent to share their diversity and collectively express their fellowship with the Augsburg community. PASU sponsors a variety of social, intellectual, and cultural activities. Scholastic Connections Scholastic Connections is a scholarship and mentorship program for achievement-oriented, undergraduate students of color. The goal of the program is to form a mentoring community that provides a network of belonging that recognizes, supports, challenges, and inspires scholars to ensure their success at Augsburg and beyond. Each year five new scholars are selected as program participants via an application process. Scholars receive a $5,000 scholarship for the academic year and are paired with a mentor who is an alumnus/alumna of color and is successful within their chosen profession. Working with the Ethnic Services directors, scholar/mentor pairings are formed that, ideally, match ethnic group and field of interest. Eligible scholars have: A GPA of 2.5 or higher Demonstrated financial need Demonstrated leadership ability or potential Demonstrated community involvement both on and off campus Program objectives are to: Support scholars as they continue at Augsburg Frame the questions: Who am I? Where do I belong? What are my gifts? How can I best serve the world? Assist in discerning vocation Prepare for life after Augsburg: career planning and implementation Scholars who successfully complete program requirements are eligible to continue with the program each successive year until graduation. LGBTQIA Student Services Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, and Asexual (LGBTQIA) Student Services works to improve the campus climate for all students, staff, faculty and visitors at Augsburg College by developing and supporting inclusive understandings of gender and sexuality, as well as fostering a community that honors and affirms the wholeness of all identities. LGBTQIA Students Services provides student advocacy and educational opportunities for the entire campus through a variety of programs and ongoing initiatives. Queer Pride Alliance; Ally Trainings; the LGBTQIA Student Leadership Retreat, the Soup, Gender, and Sexuality series; and the LGBTQIA Newsletter offer learning and networking opportunities for the entire campus on issues around gender and sexuality. In addition, the department honors LGBTQIA and allied students each year during Lavender Celebration, where the recipients of the LGBTQIA Student Leadership Awards, the Augsburg Pride Award, and the Karen Neitge Scholarship are honored. For more information, visit www.augsburg.edu/lgbtqia. Women’s Resource Center The Anne Pederson Women’s Resource Center at Augsburg College is located in Sverdrup Hall 207, offering a variety of programming for Augsburg students of all gender identities and a meeting place for students, faculty, and staff alike. It houses a Women’s Studies library, a seminar room for films and discussions, and a lounge space for studying, relaxing, and just hanging out. The Women’s Resource Center sponsors numerous programs and activities on topics such as sexuality education and sexual assault advocacy, as well as broader topics such as The Vagina Monologues, monthly film showings, and monthly brown-bag lunch discussions. The WRC’s largest event is the annual Koryne Horbal Convocation Lecture, which features women and men who speak about the many issues important to women’s, as well as everyone’s, lives. The center also 39 regularly co-sponsors annual events for the Muslim Student Association’s Women in Islam Day and for Queer and Straight in Unity. The WRC is also the home of the Student Feminist Collective. We would love to support you as an intern or volunteer, or simply to co-sponsor your event! Contact us or friend us on Facebook to find out about upcoming events and other opportunities for participation. Student staff positions at the WRC are posted online with Human Resources as they become available. Health and Fitness Center for Wellness and Counseling (CWC) CWC provides short-term personal counseling for students to discuss personal life challenges with professional mental health counselors in a confidential and supportive setting. Through counseling, students can name personal strengths and challenges, identify self-care and support resources, learn new relationship and coping skills, and increase awareness of values and choices. Counseling services to students include individual counseling, group counseling, assessment and referral to campus and mental health resources, educational workshops, and consultations in the case of concern for another student. Students bring many concerns to counseling, including stress, anxiety, depression, mood swings, relationship concerns, grief and loss, roommate issues, intimacy and sexuality, alcohol and other drug concerns, family issues, eating concerns, coming out and other sexual identity concerns, cultural identity, self-esteem, sleep difficulties, and other concerns. Professional counseling can help increase student academic success both by increasing the opportunity for increased self-understanding and personal growth, and by directly addressing potential barriers to academic success. CWC also offers health promotion activities and events to increase student awareness of health issues and support students in developing new behaviors for a healthier lifestyle, such as mindfulness events, stress management, and an annual Health Fair. Health promotion also includes an active group of peer health educators, Engaging Peers on Issues and Choices (EP!C) who are available to present an interactive alcohol education program to groups requesting the program. Health promotion also works with various campus organizations and student groups to foster positive change within the campus environment. Health Insurance Augsburg College does not require that students have health insurance, with the exception of international students and student athletes. If a student is not covered by a health insurance plan, they may contact the Center for Wellness and Counseling for more information on student health insurance plans. Health Clinic Services The College offers basic health care services to students through a contract with University Fairview Physicians – Smiley’s Clinic. These services are limited. For students without health insurance, Smiley’s Clinic provides certain clinic health services with a minimal co-pay at the time of the visit. Emergency services of any kind are not covered through the contract between Augsburg and Smiley’s Clinic. Students with health insurance can also access Smiley’s Clinic for a variety of clinic or other health services. A student’s health insurance provider will be billed for medical services and the student will be responsible for any co-pays or deductibles associated with their insurance. For more information regarding counseling, health promotion, health insurance, or health clinic services, call 612-3301707 or visit www.augsburg.edu/cwc. Fitness Centers Located on the lower level of Kennedy Center and Melby Hall the fitness centers are equipped with stationary bicycles, stair steppers, treadmills, and other aerobic workout machines. They include a weight room with universal and free weight systems. All staff, students, and faculty may use the centers; some hours are reserved for classes. 40 International Student and Scholar Services (ISSS) ISSS is responsible for the enrollment planning, recruitment and advising of exchange students and degree-seeking international students. Members of the ISSS team serve as Designated School Officials (DSO) for the College’s F-1 student visa program and as Responsible Officer (RO) and Alternate Responsible Officer (ARO) for the College’s J-1 student/scholar exchange program. A DSO ensures institutional and individual compliance with the law and government policies pertaining to F-1 students. The RO and ARO ensure institutional and individual compliance with the law and government policies pertaining to J-1 exchange students and scholars. ISSS advises students regarding the F and J regulations so that students maintain their F or J immigration status. Examples of ISSS responsibilities include: Recruiting international student applicants and guiding them through application and visa processing procedures Managing international student recruitment partnerships Marketing Augsburg College to the international community Advocating on policy matters affecting international students Advising the International Student Organization Coordinating the International Student Mentor Program Providing intercultural competence training and mentoring for students, faculty and staff Implementing a mandatory international student orientation program each semester Making referrals and providing guidance on issues related to health insurance, taxes, banking, and acquiring a driver’s license, MN State ID or social security card 41 Special Academic Programs Center for Global Education & Experience (CGEE) Study abroad and away at Augsburg aims to provide students the skills needed to be successful in today’s highly interconnected world. The College’s mission states, “An Augsburg education is defined by excellence in the liberal arts and professional studies guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings.” This strong commitment to a global perspective provides the foundation to include study abroad or away in every student’s degree program. Augsburg’s programs, including those of the Center for Global Education & Experience as well as individual departments, as well as HECUA provide study abroad and away opportunities for students in all majors. Using an experiential education model that focuses learning on social justice issues, these programs challenge students academically and personally to become “informed citizens, thoughtful stewards, critical thinkers, and responsible leaders.” In addition to the following programs, students have over 300 programs in nearly 90 countries, including the United States from which to choose in order to meet their curricular and personal needs. CGEE (formerly Augsburg Abroad and Center for Global Education) is the front door for students and faculty interested in study abroad, and provides advising on programs, finances, and academics. Services provided through CGEE: Study Abroad and Away in the USA program selection advising Financial and academic advising Pre-departure and re-entry support, including career integration Program coordination for semester and short-term programs Faculty resources to globalize courses at home and abroad In addition to the services and programs listed above, CGEE works with the entire campus to increase the breadth and depth of Global Education within the curriculum, in our campus life and to engage the community surrounding the campuses in the Twin Cities and Rochester, and across the United States. About a third of Augsburg undergraduate students enroll in off-campus study programs internationally and domestically before graduating. Students can study a variety of disciplines in a wide variety of countries. For example, students have the opportunity to examine Environmental Sustainability in the USA, study gender issues in Mexico, study social change in Central America, carry out business simulations in Norway and Germany, complete student teaching in Italy, intern with community organizations in Northern Ireland, do an internship in Namibia, do ecological field study in the Galapagos Islands, take organic chemistry in England, and gain fluency in a foreign language where it is widely spoken. Students can choose from more than 300 programs in 90+ countries including the United States. Programs vary in length from one week to a year abroad. In addition to the Augsburg CGEE programs (Augsburg faculty-led short-term, Augsburg in Central America, Mexico, and Southern Africa, Exchange, and HECUA programs), students can choose from Augsburg Affiliated Programs. Study Abroad & Study Away in the USA Programs Augsburg in Central America, Mexico and Southern Africa The mission of the CGEE signature Augsburg in Central America, Mexico and Southern Africa Programs is to provide cross-cultural educational opportunities in order to foster critical analysis of local and global conditions so that personal and systemic change takes place leading to a more just and sustainable world. Students experience three distinct types of living situations: living with other students in a community house, spending several days in a rural setting, and living several weeks with host families. In the Southern Africa programs, students travel together on two-week seminars— Namibia to South Africa. Scholarships are available. 42 Augsburg in Central America Social Change in Central America: Exploring Peace, Justice, and Community Engagement (Guatemala, Costa Rica, Nicaragua)—Fall or Spring This is an intensive semester of study and regional travel designed to introduce students to the key issues facing Central Americans. Students will explore the history, culture, and struggles of the people of Central America in this provocative and inspiring experience that develops Spanish language skills while immersing participants in the lives of host families, urban and rural communities, and grassroots organizations dedicated to work on issues related to conflict, US foreign policy, gender, and economic and social justice. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. Students live with local host families for nine weeks. Prerequisites: one course in college-level Spanish or its equivalent. Students spend the first five weeks in Guatemala, the next four weeks in Costa Rica, and the final six weeks in Nicaragua. All students will take the following four courses: one Spanish or Indigenous language course (for native Spanish speakers) course, REL 366, HIS/WST 355, and POL 310. Augsburg in Mexico Crossing Borders: Gender and Social Change in Mesoamerica—Fall This program is an experientially-based and designed to introduce students to the important issues facing Mexico, USMexico relations, and the context in which many Mexicans are immigrating to the United States. Students will improve Spanish language skills, as well as develop intercultural skills. Students will learn about key social, economic, political, and cultural issues in Mexico, as well as explore the interconnectedness of race, ethnicity, class, gender, sexuality, and religion. Students will learn firsthand from diverse women and men involved in struggles for social change, as well as business leaders, religious leaders, feminist activists and scholars, government representatives, politicians, and political activists. Spanish courses range from beginning to advanced, including courses for bilingual students. The program includes rural travel within Mexico and four-to-five-day seminar in Mexico City. Students stay in the Augsburg study center for part of the semester and with Mexican host families for four to six weeks, although semester-long homestays are available for Spanish majors and others upon request. Students may meet several AugCore and General Education requirements (Augsburg Experience, Fine Arts, Humanities, Keystone, Natural Science and Mathematics, Search for Meaning II, Social and Behavioral Science and Wellness) while in Mexico and/or take courses in the following four concentrations: Business, Religion, Spanish and Gender, Sexuality, and Women’s Studies. Spanish courses range from beginning to advanced, including courses for bilingual students. International Business and Global Citizenship—Fall Today’s business leaders are increasingly well-served by a global perspective. Students gain international experience in Mexico, the business capital of Latin America and the United States’ third largest trading partner. Students improve Spanish language skills and understanding of Mexican culture in order to communicate with and serve the largest immigrant group in the US – a group that is rapidly increasing in economic influence. This program emphasizes success in business, while also encouraging a commitment to corporate responsibility, sustainability, and equality by exposing you to both the opportunities and challenges of international business. Students may take courses any of the following business courses in addition to any courses from the Crossing Borders (see listing) program: Accounting Theory & Practice, Global Business Management, International Business, International Marketing, Keystone, and Internship. Language and Culture in Mexico—Summer CGEE offers five, 3 1/2 week sessions (blocks) focusing on Spanish language and Mexican culture in which students can take one course per session, and take up to five courses throughout the summer. Students can complete their full Modern Language requirement in just 7 weeks. Students can also take ART/SPA231 (Fine Arts), Spanish (beginning to advanced, including Spanish for Healthcare Professionals, Heritage speakers, and Ministry). 7 week Internships are available in a number of disciplines (e.g., business, gender, sexuality and women’s studies, religion and more). 43 This community-based program includes homestays, a trip to Mexico City, the pyramids of Teotihuacan, optional weekend excursions, and numerous guest speakers designed to help students learn about history, culture, and contemporary struggles for peace, justice, and human rights. Migration and Globalization: Engaging Our Communities—Spring This is an intensive program that explores issues of migration, immigration, and globalization. It is ideal for students who are interested in working with Spanish-speaking populations in the United States, as it includes intensive Spanish language classes, an internship or independent research opportunity, and courses that help students understand the connections between globalization and migration while learning from diverse communities that are organizing for positive social change around issues of race, ethnicity, socioeconomic class, gender, sexuality, economics, and the environment. Credit is available in Spanish, History, Political Science, Religion, and Gender, Sexuality, and Women’s Studies. Students spend most of the semester living in Augsburg housing and approximately six weeks living with Mexican host families. Course offerings include: HIS/WST 357, POL/WST 341, REL 200, an internship, independent study, and the choice of 1-2 Spanish courses from 16 different options (including ART 231, which meets the LAF requirement in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Spanish courses range from beginning to advanced, including courses for bilingual students. Social Work in a Latin American Context—Spring This program was created to satisfy the curricular requirements for the Bachelor in Social Work degree program. Its goal is to develop cross-culturally competent, ethical social work professionals with a global perspective by providing a semester of transformative, experiential learning focused on social and economic justice. It includes Spanish language study and social work courses. Social work field experience is also available for qualified students. Students live with Mexican host families for six weeks. All students are expected to take SWK 294 as a core course. Other course offerings include SWK 295, SWK 316, a field placement in social work, and the choice of one Spanish course from 16 different options (including SPA/ART 231, which meet the LAF in Fine Arts). A Recreational Wellness course (Latin Dance) is also available. Prerequisites: Approval of the Social Work Department and one college-level Spanish course or the equivalent highly recommended. Students may choose to study Spanish in Mexico during the month of January prior to the start of the semester Augsburg in Southern Africa Nation-Building, Globalization, and Decolonizing the Mind: Southern African Perspectives (Namibia and South Africa)— Fall or Spring This program examines the crucial issues of nation-building, globalization, and decolonizing the mind, from the perspectives of the new democracies in southern Africa. Namibia won its independence in 1990 after decades of apartheid under South African colonization. South Africa had its first democratic election in 1994. As these nations struggle to build nationhood and deal with the legacies of apartheid and colonialism, they are faced with the challenges posed by today’s world—rapid globalization as well as under- and unequal development. Decolonizing the mind is a long-term project. The program includes seminars in Johannesburg and Cape Town, South Africa. Available courses are: HIS 327, POL 353, REL 346, ENV 100 and INS 312/POL 354. Internships are also available in eight different departments, and a Recreational Wellness course (Yoga) is also available. Exchange Programs The Center for Global Education & Experience partners with universities around the world to provide semester and academic year exchange opportunities to their students. Currently, Augsburg’s CGGE has active exchanges in China, Finland, Germany, Greece, Hong Kong, Japan, Korea, Lebanon, Norway, and Slovenia. Students can choose from several options in diverse disciplines. All coursework is in English with opportunity to student the host country language. Travel scholarships are available for these programs. For further information on these programs and scholarships visit the CGEE website. 44 Faculty-led Short-term Programs Faculty-led winter break, spring break, and summer programs offer opportunities to intensively study on a course abroad with an Augsburg professor and other Augsburg students. Program travel length ranges from eight days to five weeks. Program offerings change annually. Scholarships are available for some programs. Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in consortium with other colleges and universities, offers full semester, summer and part-time programs in Ecuador, Italy, New Zealand, Northern Ireland, Norway, and the USA (Twin Cities and Jackson, Mississippi). All HECUA programs explore civic engagement, community, and social change, and emphasize internships and field study. Art for Social Change: Intersections of Art, Identity, and Advocacy—Spring What is art for? Who is allowed to be an artist? Where do you find art, and what happens when it finds you? In the Twin Cities-based Art for Social Change program, students seek the answers to these questions not in a gallery or a museum, but on busy corners, vacant storefronts, and empty lots. Students will tap into a growing movement of artists pushing the boundaries of what creative expression does and whose voice it amplifies. Art for Social Change is taught in partnership with Pillsbury House + Theatre, an innovative center for creativity and community in South Minneapolis. Students meet and intern with PH + T staff, resident artists, and a myriad of leaders from the Minneapolis City Council, neighborhood associations, and local businesses. Students receive mentorship from public artists, and an individual budget to create three community-engaged art projects. Community Internships in Latin America (Ecuador)—Fall or Spring The Community Internships in Latin America program, based in Quito, Ecuador, offers a semester of study experience with a focus on community participation and social change. A hands-on internship designed to meet the learning goals of the student is combined with a seminar, an independent project, and a homestay for an intensive immersion into Latin American daily life and culture. In the second week of class, each student begins an individual placement at a nonprofit community organization. Previous internship sites have included an organic farm, an arts hub for urban youth, and a women’s safe house. Students learn firsthand about the social problems in Ecuadorian communities and explore ways in which communities are addressing these challenges. All lectures, internships, and field projects are in Spanish, with discussions in Spanish and English. Readings are mostly in Spanish. Papers may be written in English or Spanish. Environmental Sustainability: Ecology, Policy, and Social Transformation—Fall The most pressing environmental challenges today are global in scale and require scientific, creative, and systems thinking approaches to understand their root causes and forge more just and equitable solutions. The four linked semester courses of Environmental Sustainability apply systems thinking and sustainability theory to real world cases. Students explore structural inequalities in their own communities, examining patterns of privilege, power, and oppression. They study the restoration of degraded ecosystems, witness and participate in citizen science, and assess how policies and partnerships foster ecologically sound transformation. Students also complete a 20 hour per week internship at one of the many vibrant environmental organizations in the Twin Cities. Past internship placement sites include the Land Stewardship Project, MN350, and Spark-Y Youth Action Labs. Students will leave prepared for leadership roles at the intersection of environmental and climate justice, with a profound understanding of the work being done locally and nationally in those fields. Inequality in America: Policy, Community, and the Politics of Empowerment—Fall or Spring In this Twin Cities-based semester program students actively delve into major challenges of our time: poverty, inequality, and social change. This program asks: What are the root causes of increasing levels of economic, political, social inequality and insecurity and how does this impact all social classes and groups in the United States? How are economic, political, and social inequality reproduced? How do we create more opportunity for all Americans and what are some concrete social change tools for making these changes? To answer these questions, the program examines and connects the economy, housing systems, education, welfare, government policies, urban sprawl, regional race and class segregation, and institutional discrimination. In professional internships, students work to explore solutions in organizations committed to social transformation. Students have direct conversations and work with practitioners in 45 government, the private sector, nonprofits, labor unions, and schools, and other community institutions working to address poverty and economic, political, and social inequality. Sustainable Agriculture, Food, and Justice in Italy––Fall Students live and work at the Castello Sonnino, a historic estate roughly 12 miles outside the major city of Florence. Since the early 1800s, the Sonnino family has run the estate, and the current generation is deeply committed to cultural and architectural preservation. Students live in apartments on the Sonnino grounds, overlooking 300+ acres of woods, olive groves, and working farm land. They study the political and economic context of the farming and food movements particular to Italy. They gain firsthand experience of sustainable local food systems and the role they play in maintaining rural culture through an internship placement on the Sonnino farm, in the nearby village of Montespertoli, or in nearby Florence. Students receive basic Italian instruction, and complete a guided independent study project. New Zealand Culture and the Environment: A Shared Future—Fall or Spring Beginning with five weeks of travel across the North Island and ultimately based in Wellington, this program examines how social and environmental factors shape political and ecological dimensions of identity and culture, and how New Zealanders from many different backgrounds are envisioning and creating a shared future. During the trip and in Wellington, students learn about the history of colonization, the truth and reconciliation process that shape contemporary life, Māori protest and social movements, key strategies used to achieve sustainability, new agricultural practices, and more. Students intern at a nonprofit organization in Wellington. Internship placements in past years have ranged from Kennett Brothers Mountain Bikes to Sustainable Coastlines, from the Green Party New Zealand to Zealandia Urban Eco-Reserve. Links between environment, culture, policy, and community are at the heart of these field study and internship opportunities. Northern Ireland: Democracy and Social Change—Fall or Spring The Northern Ireland: Democracy and Social Change program examines the historical, political, and religious roots of conflict in Northern Ireland, the prospects for peace, and the progress being made. Through a seven-week internship, students get hands-on experience with organizations working for social change. Field seminars focus on human rights, conflict transformation, and education for democracy. The program is based at the International Conflict Research Institute at Ulster University (Derry/Londonderry), and on facilitated trips, students compare that region of Northern Ireland to the “borderland” area and to Dublin. Race in America: Then and Now —Summer The summer of 2014 saw the beginning of a dramatic shift in public conversation around race in the United States. As the tragic deaths of Michael Brown, Eric Garner, Tamir Rice, Sandra Bland, Rekia Boyd, and other unarmed men and women dominated the news, powerful protests forced American to face the twin realities of institutionalized racism and police brutality. Race in America: Then and Now dives into questions of racial justice in America today, and the continuing role of race in the United States. Students meet with civil rights activists who were active in the 1960s and those who are active now, as well as lawyers, politicians, educators, and youth. The program is based in Jackson, Mississippi, and is offered in collaboration with the Fannie Lou Hamer National Institute on Citizenship and Democracy at COFO on the campus of Jackson State University, one of America's Historically Black Colleges and Universities (HBCUs). The New Norway: Globalization, National Identity and the Politics of Belonging—Fall In less than 50 years, Norway has become one of the richest nations in the world and increasingly diverse. Twenty-five percent of Oslo residents, for example, are not ethnic Norwegian. The program investigates dramatic changes in Northern Europe by examining the contemporary challenges and opportunities for the Scandinavian welfare states in an age of globalization and mass migration. Core topics include globalization and multiculturalism, nation-building and national identity, governance and political party systems, European integration, racial thinking, histories of racialization, the rise of the populist/far-right, international aid politics, and gender. Questions framing the program include: How might Norway and the other Scandinavian welfare states adapt to the challenges of multiculturalism, European integration and globalization? What factors have made possible the rise of populist / far-right parties in Scandinavia and what has been their impact on politics and society more generally? How have film, literature and social movements 46 challenged conventional understandings of what it means to be Norwegian/Scandinavian? Students study Norwegian language or do an independent research project, and intern with a leading NGO. Agriculture and Justice: Building a Sustainable Food System––Spring Two linked semester courses use hands-on, field based methods to unpack sustainable agriculture and justice, exploring the food system, land ownership, labor practices, and policies. Students gain hands-on growing skills and travel to food shelves, grocery stores, community centers, as wells as conventional and small-scale farms. Each student completes a short-term stay on a sustainable farm, as well as a field project in a hunger relief organization or urban community farm. A 4- to 8- credit food systems internship is available concurrently with the two courses, or in the summer following the program. In past semesters students have interned with the Land Stewardship Project, Frogtown Green, Mill City Farmers Market, and others, Making Media, Making Change: Digital Technologies, Storytelling, and Action––Fall and Spring This Twin Cities-based semester of two linked courses is taught in collaboration with St. Paul Neighborhood Network (SPNN), a bustling studio and media access center that puts cameras into the hands of historically underrepresented creators. Students of all experience levels will leave the class with three short films to their credit, including a final work created in collaboration with a local nonprofit. In addition to hands-on training, students meet the leaders of the local media justice landscape. Students see their work as part of a global movement to make media accessible, relevant, and reflective of the diverse voices demanding to be heard. A 4- to 8- credit media production internship is available with community partner SPNN simultaneously (for students who have advanced technical skills) or following the program. Augsburg Affiliated Programs The Center for Global Education & Experience maintains a robust portfolio of affiliated programs to enhance the global education offerings available to Augsburg students. These affiliated programs allow Augsburg students to study disciplines and locations that lie beyond CGEE’s signature, exchange and short-term faculty-led programs See website for listings. Application Process In order to Study Abroad or Away in the USA students should follow these easy steps: Attend and Information Session Attend an optional Program Selection Workshop and/or search programs online Apply by the deadline Application Deadlines September 30 - Spring semester and winter-break faculty-led programs November 1 - Spring-break faculty-led programs January 31 - Summer Session faculty-led programs March 1 - Fall semester and other summer programs Program provider deadlines vary; students need to meet all deadlines and eligibility requirements set by program providers. Students should start planning in their first year for off campus study to be sure to do appropriate research and meet all deadlines. Academic Requirements and Credit Students automatically fulfill the Augsburg Experience requirement on approved study abroad and study away in the USA. Courses taken abroad can also fulfill graduation requirements including major, minor, language, Liberal Arts Foundation, Recreational Wellness, Honors, and internship requirements. This is determined prior to departure when students fill out the required Course Equivalency Form which is signed by faculty advisor(s), Assistant Registrar, department chairs and assigned faculty to approve the course equivalencies. 47 Credits, Grades and Residency Students must take a full load of credits while abroad on semester programs. Students must take courses for a grade (P/NP not allowed) while abroad. Grades received on affiliated and most exchange programs are reported as transfer credit on the transcript, and thus are not figured into the GPA. A grade of “C” equivalent or higher must be received for the credit to transfer to Augsburg. Courses taken on off-campus programs during the senior year meet the Augsburg residency requirement as students remain enrolled at Augsburg while abroad. Faculty-led Short-term Programs Students must register for all courses required by the short-term program. Credit values may vary, so confirm the specific program credit load with the Center for Global Education & Experience (CGEE) Office. Any courses removed by the student without CGEE permission prior to the start of the program will be re-added to the student’s schedule. If no work was completed in these reinstated courses, a grade of zero will be awarded. Eligibility Following are Augsburg College’s requirements for Study Abroad and Away in the USA: Minimum 2.0 GPA at the time of application. Individual programs/courses may require a higher average. Students with lower averages should consult with CGEE. Sophomore, junior, or senior standing by the time you off campus. First-year students on a case-by-case basis may be allowed to study at Augsburg’s Center for Global Education & Experience program-Mexico site during their second term at Augsburg. Short-term, faculty-led programs will allow participation as a first-year if the student receives approval from the faculty-leader and if space allows. Transfer students must complete one semester at Augsburg before they may study off campus. Students must be in good academic and social standing. Students placed on academic or disciplinary probation after admittance to the off-campus study program may be withdrawn from the program. The student is responsible for all non-recoverable program costs incurred. Any outstanding balances on student accounts must be resolved before students will be allowed to study off campus. Note: Students applying to faculty-led programs who meet the above criteria are accepted to these programs on a first applied, first accepted basis. Space is limited, so early application is recommended. Costs and Financial Aid The cost of semester off-campus study is comprised of program fees that generally include tuition, housing, international health insurance, some meals, excursions, and off campus study fees. Airfare, personal expenses, books, and other expenses are not included in the price of semester programs. Program costs vary; Augsburg College pays the program provider on the student’s behalf and then bills the Augsburg student account. This allows students to access their financial aid for off campus study. Students on semester programs will always pay a minimum of Augsburg tuition plus living and travel expenses when studying abroad. Students who receive financial aid, loans, scholarships, and/or grants to study at Augsburg can use that entire package to cover their off-campus study program costs. Students receiving Augsburg institutionally-funded aid (e.g., President’s, Regents’, Legacy, Promise, and other Augsburg gift aid/scholarships, and tuition benefit) may use their scholarships to study off campus multiple times on Augsburg programs (see below in off-campus study program section). However, institutionally-funded aid may be used only once toward off-campus costs on an affiliate program. Cost estimates for the time abroad are drawn up to assist the student in planning and the financial aid office in awarding aid to students studying abroad. Additional scholarships are available for semester and academic year programs. The cost of short-term faculty-led programs is typically comprised of tuition (for summer programs), meals, airfare, ground transportation, and interpretation/translation services. These costs are on top of any semester/year tuition 48 charges. Some scholarships are available, but are limited for short-term programs. Students often apply loans to fund the additional cost of education travel. Students should attend the required information session and read the advising handbook for any updates to scholarships and financial aid policies. Students are required to notify CGEE immediately if they choose not to continue with their off-campus study experience. At the moment of notification, non-recoverable costs and a cancellation fee will be assessed and charged to the student account. Depending on the time of notification of withdrawal, students may owe nothing; or they may owe the offcampus study fee, the deposit, or some or all of the program fee. Students are also subject to the cancellation and refund policies of CGEE and their program provider. Scholarships The Center for Global Education & Experience offers a range of scholarships and financial aid to students with demonstrated financial need and whose participation in a semester or summer academic program contributes to a community of co-learners that values a variety of cultures and backgrounds. CGEE Global Education Scholarship. Augsburg students automatically receive a $1000 scholarship on our Semester programs at our sites in Central America, Mexico and Namibia/Southern Africa. This scholarship is also available to students who participate on our semester exchange programs in designated countries (China, Finland. Germany, Greece, Hong Kong, Japan, Korea, Lebanon, and Norway) The Diversity Scholarship is for students who have not traditionally been represented in study abroad, specifically students of color, students with disabilities, and LGBT students. Awards cover up to $6,000 off the cost of a semester program abroad. The Need-Based Scholarship is available for students with demonstrated financial need. Awards cover up to $2,000 of the cost of a semester program abroad. Augsburg students receive an “Auggie Discount” of $1,000 on their first semester program (the Returnee Scholarship will apply for the second program). PJSA Member Discount is available for students whose home school is a member of the Peace and Justice Studies Association. Automatic award of $500 toward a semester study abroad program in any CGE location. This discount cannot be applied to the Social Work in a Latin American Context program. Returnee Scholarship: Automatic discount of 10% off a second semester program for students who combine two semester programs during their college career. There are no forms to submit for this discount. Summer Discount: Students who participate in a full semester program in Mexico will receive a 10% discount off a summer session (before or after the semester program). Global Affiliate Scholarships are also available. These scholarships generally ranging from $500-$5000 are provided directly through our affiliate partner programs. Disabilities CGEE and the Center for Learning and Accessible Student Services (CLASS) work closely with students with disabilities to make every effort student needs are met while studying off-campus. Nevertheless, students are responsible for requesting accommodations within a reasonable time frame prior to departure, ideally as early as program selection. Students should be prepared for the fact that disability may be culturally defined. Attitudes toward disability and levels of accessibility can vary greatly from country to country. The Americans with Disabilities Act mandates equal access to university-sponsored programs and services to students with disabilities. However, providing access by US standards can present unique challenges in international settings. The expectation on the part of US students and institutions is that reasonable accommodations will be made. Depending on the country and culture, there may be different ways to define accessibility and different expectations in terms of accommodations that can or should be made. 49 Continuing Education Program The mission of Augsburg College continuing education program is to provide working adults with lifelong learning opportunities that will enable them to continue to grow personally, professionally, and spiritually in their homes, workplaces, and communities. The program strives to meet the needs of the community by offering credit and noncredit programs consistent with the mission of Augsburg College. Programs are developed through collaborations between academic and administrative departments of the College and community organizations. These collaborations have included the Departments of Business, Biology, Education, Nursing, Religion, Social Work, the Center for Leadership Studies, Institutional Advancement, and organizations including Minneapolis and St. Paul public school districts, Minnesota Department of Education, and the Midwest Regional Office of the College Board. Augsburg College is a Lifelong Learning Partner with the ELCA. Honors Program The Augsburg Honors Program offers an adventurous education where students with a passion for ideas can be their best. We offer a friendly and welcoming atmosphere for students committed to an exceptional higher education. Augsburg’s Honors Program is unlike any other honors program in the nation because it gives students the resources and freedom to build their own ideal higher education. Students have the opportunity to create their own courses, edit and write for the Honors Review of Undergraduate Scholarship, participate in an intramural debate league, belong to an Honors House, and learn through small reading groups, research projects, and travel around the world. Each Honors course has been specifically created for Honors students, and includes a challenging “signature experience” such as writing a play, putting great books on trial, or attending music, theater, and art performances. Honors courses bring in professors from several different departments so students can learn from talented professors teaching their specialties. For information, contact the Honors Desk at honors@augsburg.edu (612-330-1560) or Phil Adamo, Honors Program director, at honors@augsburg.edu. Also see the Honors Program in the departmental pages of this catalog. Inter-Institutional Programs Augsburg cooperates with other colleges and institutions in the Twin Cities area on several programs. Cooperating Libraries in Consortium (CLIC) Through CLIC, the Twin Cities private college’s library consortium, the Augsburg community has direct access to more than 2.5 million volumes and media resources of the 14 libraries. Associated Colleges of the Twin Cities (ACTC) Full-time Day students at Augsburg College, Hamline University, Macalester College, St. Catherine University, and the University of St. Thomas may elect to take one course each semester (fall and spring) at one of the other campuses. No additional fee is required for such an exchange, except for private instruction in music or approved independent studies. Exchange courses are not transfer courses, and thus courses taken through ACTC are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses for which an Augsburg student has cross-registered is kept in the Registrar’s Office at Augsburg College, not at the host ACTC institution. Students may elect to participate in the cooperative program to gain new perspectives, to get better acquainted with the other schools, or to undertake a specific course or major not offered on the home campus. AU/WEC/ROCH programs are not part of the ACTC consortium, and students in those programs may not register for ACTC courses or complete ACTC majors under the terms of the ACTC consortium agreements. 50 Higher Education Consortium for Urban Affairs (HECUA) Augsburg, in cooperation with 17 other colleges and universities, offers off-campus study semesters in Ecuador, New Zealand, Northern Ireland, Norway, and the Twin Cities. (See HECUA programs in the International Programs and Urban Studies sections of the departmental pages of this catalog.) McNally Smith College of Music Augsburg College full-time Day students may elect to take one course each semester at McNally Smith College of Music (MSCM) providing that they meet all MCSM requirements. This program is open to sophomores, juniors, and seniors. There is no additional fee for this program. Students should consult with their advisors to confirm if the classes will count toward graduation requirements. In no instance may a McNally Smith course be used as a substitute for any Augsburg course specifically listed within a degree program. Exchange courses are not transfer courses. Courses taken through the Augsburg-McNally Smith exchange are considered Augsburg College courses and do not impact the residency requirement. The permanent record of courses which a student has completed through the exchange is kept in the Registrar’s Office at Augsburg College, not McNally Smith. Air Force ROTC Augsburg Day students interested in participating in the Air Force ROTC program must apply for admission to the unit at the University of St. Thomas. Students are eligible to compete for two- and three-year AFROTC scholarships. ROTC credits serve as electives at Augsburg. For more information contact the University of St. Thomas at www.stthomas.edu/afrotc. Army ROTC Augsburg Day students may participate in the Army ROTC program at the University of Minnesota under an agreement between Augsburg, the University of Minnesota, and the program. ROTC credits serve as electives at Augsburg. For more information, contact the University of Minnesota: Twin Cities at www.goarmy.com/rotc/schools/university-ofminnesota. 51 Academic Policies and Procedures Registration Students must be officially registered for all courses for which they are participating. All registered courses will be reflected on a student’s AugNet Records and Registration page. Web registration through AugNet is the primary method of registration, although registration can be processed through the Registrar’s Office with a Registration Form in instances where online registration is not possible. Students are responsible for verifying the accuracy of their registrations. Students are required to meet with their faculty advisor prior to registration for the fall, spring, and summer terms. As some courses are offered only in alternate years, students should also consult with departmental advisors when planning their academic program. Specific registration dates and deadlines for each semester are listed in the Academic Calendar at www.augsburg.edu/registrar. Students who are missing prerequisites for a course may be eligible for a prerequisite waiver if, after discussion with the course instructor, the instructor determines that the prerequisite learning objectives have been met. Students who believe they have already completed the prerequisite in question should contact the Registrar’s Office at 612-330-1036 or registrar@augsburg.edu. The following registrations cannot be completed online and must be processed with a Registration Form: THP courses (Theater practicum courses) 100-level MUP courses (Variable-credit music lessons) Student Teaching (Education Department approval required) Independent Study and Directed Study (Independent Study form available on the Registrar’s Office webpage) Internships (Internship Registration form available on the Registrar’s Office webpage) ACTC courses (Course listings are available online through each ACTC institution and should be checked to verify the correct meeting times and room assignment.) Credit Loads Full-time day students normally register for 16 credits per semester. Students in the AU/WEC/Rochester programs typically register for 4-8 credits each semester. Students registered for 12 or more credits in a semester are classified as full-time students. Students registered for at least 6 credits are classified as half-time students. To register for more than 19 semester credits, students must petition the Student Standing Committee unless the following apply: Students with a cumulative GPA at Augsburg of 3.00 or greater may take a total of 20 semester credits without petitioning; students with a cumulative GPA at Augsburg of 3.50 or greater may take a total of 22 semester credits without petitioning. All overload registrations must be done through a Registration Form. (Note: For students in the Day program there is an additional tuition charge for course loads over 19 semester credits. This includes combining the credit load from both the DAY and AU/WEC programs. Auditing classes over the 19 semester credit limit will also incur a tuition charge.) Non-Attendance/Non-Participation Policy Attendance/participation in class is important for academic success and financial aid. Therefore, students are dropped for non-attendance/non-participation after the 10th business day of the term if reported by the instructor. Students are ultimately responsible for dropping classes if they no longer plan to attend/participate. Students who have been dropped and wish to re-enroll must submit an Academic Petition. Internship Registration Registration of internships for credit consists of the following steps: Students must register the internship for the academic term that coincides with the internship experience. 52 Obtain the Internship Registration Form from the Registrar’s Office webpage and complete the steps to obtain the required signatures. o Complete Site Supervisor Agreement form and Position Description: Submit the internship site supervisor information and approved job/internship position description through an online form on the Strommen Center website. o Faculty Signature: Requires finding a faculty member willing to supervise and approve the internship based on major discipline requirements. o Department Chair Signature: Requires approval that the proposed internship experience meets the major discipline requirements. o Internship Coordinator or Director of Career and Internship Services Signature: Requires attendance at an Internship Orientation session offered by the Strommen Center OR an individual meeting with the Internship Coordinator or Director in the Strommen Center to review important college-wide internship information and ensure all required documents have been submitted. Once the completed internship registration form is submitted to the Enrollment Center, additional requirements for internships for credit include: Complete a Learning Agreement Plan (available electronically on the Strommen Center webpage) and receive approval of the learning goals from the faculty supervisor responsible for grading the experience. The online form is sent to the Strommen Center and copies are sent to the faculty supervisor and student. Academic assignments (journals, reflection papers, etc.) as determined by the faculty supervisor and/or department guidelines. Complete final evaluations (sent out electronically at the end of the semester). The student and the site supervisor will each complete an evaluation of the student’s internship experience. Results will be sent to the faculty supervisor and student. A complete step-by-step guide on requirements for internships for credit is available on the Strommen Center for Meaningful Work webpage. Independent/Directed Study Registration To register for an Independent/Directed Study, complete and submit the Independent/Directed Study Registration form with signatures of the faculty member responsible for the grade and the chair of the appropriate department Dropping or Withdrawing Courses may be dropped or withdrawn online through AugNet Records and Registration or with a Registration Form. For drop and withdrawal deadlines see the Academic Calendar at www.augsburg.edu/registrar. Crossover Registration (This policy is approved for the 2016-2017 academic year and is subject to review for the 2017-2018 academic year.) Undergraduate students are enrolled in a home program (DAY, AU, ROCH, WEC) and may register online for fall and spring semester courses outside of their home program based on course availability and subject to the restrictions listed below by program. Students have registration priority in their home program. Students are charged the tuition rate of their home program for crossover courses. DAY Program Students - Are permitted to crossover into WEC courses. - Juniors and Seniors (based on earned credits) are permitted to crossover into AU courses without special permission. - Pay the overload fee for any credits over 19 in their combined DAY/WEC/AU load each semester. AU Program Students - Are permitted to crossover into DAY and WEC courses. 53 ROCH Program Students - Are permitted to register for AU and WEC courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. WEC Program Students - Are permitted to register for DAY and AU courses as soon as their registration windows open and do not have to wait until Crossover Registration begins. Graduate Courses Students must have completed an undergraduate degree and be admitted to a graduate program before taking graduate level courses from that program. Exceptions are made for approved courses in the Department of Nursing, the joint BA Accounting/MAL program, and advanced undergraduate writers approved to take ENL510 in the Master of Fine Arts program. Undergraduate students enrolled in graduate courses will pay their standard undergraduate rate for those courses. Any student enrolled in an Augsburg graduate level program wishing to take an undergraduate course will pay their program's graduate rate of those courses. Grading and Evaluation Explanation of Grades The official delivery of end-of-term grades to students is online via AugNet Records and Registration. Student achievement in courses is measured by final examinations, shorter tests, written papers, oral reports, and other types of evaluation. Most courses are offered with grading options—traditional grading on a 4.0 to 0.0 scale or the Pass/No Credit grading system. The following is an explanation of undergraduate grades: Grade 4.0 3.5 3.0 2.5 2.0 1.5 1.0 0.5 0.0 FN P N V W I X Explanation Achieves highest standards of excellence Achieves above basic course standards Meets basic standards for the course Performance below basic course standards Unacceptable performance (no credit for the course) Unacceptable performance (no credit for the course), student stopped attending Represents work at 2.0 or higher (not counted in grade point average) No credit (not counted in grade point average) Audit Withdrawn Incomplete In progress, extended beyond term of registration Pass/No Credit Grades Students who choose the P/N option are cautioned: In order to receive a grade of P, a student must meet the basic standards of the course and/or achieve at least a grade of 2.0. Some graduate and professional schools do not look favorably on a large number of P-graded courses, or rank each as a C. 54 Maximum number of semester credits taken P/N that may be applied to graduation is 24 semester credits with a grade of Pass (P). P-graded courses do not count toward the requirement that 56 traditionally-graded semester credits be earned at Augsburg in order to be considered for Latin honors. Transfer students should be especially aware of this requirement. To be eligible for graduation with Latin honors, students may elect P/N grading for no more than eight semester credits. Certain courses have restrictions and are offered on one grading system only (e.g., lifetime activities are graded only P/N). In courses where there is a choice, students will be graded on the traditional system unless they indicate they wish to use the P/N grading option. Any changes in choice of grading option must be made according to deadlines published in the Academic Calendar each semester. Incomplete (I) Grades Incomplete grades (I) are to be given only in the case of extreme emergency (i.e. illness, family emergency, death in the family, military commitment). If you have any questions regarding the qualifying emergency please contact the Registrar’s Office for verification. An incomplete grade (I) may be awarded when the instructor grants permission after determining that a student emergency may delay completion of coursework. Students who receive an incomplete grade should be capable of passing the course if they satisfactorily complete outstanding course requirements. To receive an incomplete grade, a student must submit a completed Application for Incomplete Grade form to the Registrar's Office by the grading deadline for the semester. This form states the reasons for the request, outlines the work required to complete the course, and includes the course instructor’s signature. The instructor may stipulate the terms and conditions that apply to course completion; however, students may not attend the same course (or a portion of the same course) in a following term with an incomplete grade. The student must complete the outstanding work in enough time to allow evaluation of the work by the instructor and filing of a grade by the grading deadline of the following academic semester. If the work is not completed by the specified date of the following academic semester, the grade for the course becomes 0.0. Extension (X) Grades Internships, independent studies, and directed studies may sometimes last longer than one semester. When this is the case, they must be completed by the grading deadlines within one year from the beginning of the first semester of registration. A grade of X (extension) is given by the instructor to indicate that the study is extended. It is expected that students given X extensions will continue to communicate with their instructors and demonstrate that satisfactory progress is being maintained. A final grade will be issued at the end of the semester in which the work is completed and evaluated (but not longer than one year). An instructor has the right to not grant an extension where satisfactory progress is not demonstrated. If the course is not completed, a grade of 0.0 will be assigned. Withdrawal (W) Grade A course is given a grade of W (withdrawn) when it is dropped after the deadline for dropping classes without a W grade and before the last day to withdraw. Repeated Courses A course in which a grade of FN, 0.0, 0.5, 1.0, 1.5, or N has been received may be repeated for credit. Courses in which higher grades have been earned may not be repeated for credit and a grade, but may be audited. All courses taken each term and grades earned, including W and N, will be recorded on the academic record. Only the credits and grades earned for the most recent attempt, for legitimately repeated courses, are counted toward graduation and in the grade point average. Courses completed at Augsburg College must be repeated at Augsburg to be included in the repeat policy. 55 Auditing Courses Students who wish to take courses without credit or grade may do so by registering for Audit (V). Full-time Day students will be charged an audit fee if their total credit load is over 18 credits. The charge to audit a course is $1,000 for parttime DAY/AU/ROCH/WEC students. The signature of the instructor is required to register an audit. Students who audit a course should confer with the instructor within two weeks of the beginning of the term to determine expectations, attendance, and any other requirements. If expectations have been met, the course will be listed on the transcript as having been audited. If expectations have not been met, the course will be listed with a grade of W. Audited courses do not count toward graduation and do not fulfill general education requirements. Grade Point Average The grade point average (GPA) is based on final grades for all work at Augsburg. It does not include credit and grade points for work transferred from other colleges. Courses taken on the P/N grading option are not computed in the GPA. The formula for computing the GPA is: GPA = Total grade points divided by number of credits attempted with 0.0 to 4.0 grades assigned. Assessment of Student Learning The faculty at Augsburg College are actively engaged in research about student learning and the efficacy of the curriculum. To support such assessment of student learning activities, faculty may collect student work for evaluation beyond grading. Any information or student work collected will be treated confidentially; the student's identity will not be public information. Students who do not want their work collected for assessment purposes can opt out by contacting Dr. Amy Gort, Dean of Arts and Sciences. Classification Students are classified when grades are posted at the end of each term. Classification is based on the number of semester credits completed. Classification Freshmen Sophomores Juniors Seniors Completed Semester Credits 0 – 27.99 28 – 59.99 60 – 91.99 92 or more Academic Status Changes Change of Program Students may apply to change their “home program” by completing a Change of Program form. Applications are reviewed by a committee. If approved, the change will take effect the following term. Changes are limited to once each academic year. A Change of Program form must be submitted before the term begins. Withdrawal from College Students are urged not to abandon courses for which they are registered because this will result in failing grades on their official academic record. If necessary, students should instead submit a Withdrawal from College form. A Withdrawal from College form may be obtained on the Registrar’s Office webpage. The deadline to file a Withdrawal from College is the last Friday prior to finals week. Withdrawal from College and any consequential adjustments in accounts are effective as of the date the Withdrawal from College form is submitted to the Registrar’s Office. Students must be re-admitted to the College when they are ready to resume their studies. The Application for Readmission form is also available on the Registrar’s Office webpage. Students are responsible for keeping the Registrar’s Office informed of their current mailing address while away. 56 Leave of Absence (DAY Program Students) Students in the Day Program may apply to for a Leave of Absence for one semester. The Leave of Absence allows continued access to Augsburg e-mail and AugNet Records and Registration. If a student on a Leave of Absence does not register for the subsequent semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission form in order to re-enroll. The Leave of Absence program is not available to Day students who withdraw from all courses while their courses are in progress. Term Off (AU/WEC/ROCH Program Students) Students in the AU/WEC/ ROCH Programs may take a term off for up to two semesters and have continued access to Augsburg e-mail and AugNet Services. If a student is not registered after 10th day of the third semester, the student’s file will be deactivated and the student will need to submit an Application for Readmission to re-enroll. Military Called to Active Duty Augsburg College will allow students to withdraw from courses without penalty if they are called to active duty as military reservists, National Guard, or for other military service. This shall include a 100 percent refund of tuition and fees upon verification of call to active duty. Students must submit an Academic/Financial Petition and provide a copy of their orders to the Registrar’s Office. If the student is called to duty after the deadline to drop a course, the Registrar’s Office will place a W for the course(s) along with a notation on the transcript that the student was called to active duty. This is to assist the student with any financial aid complications that may arise and also indicate that the withdrawal was outside of the student’s control. Alternatively, the College supports faculty in enabling students who are called to active duty and have substantially completed a course, to assign a grade based upon the coursework completed, or to work out an incomplete agreement. Students who are able to complete some of their courses would have their refunds adjusted to reflect this. Students who are being placed on active duty should contact the Registrar’s and/or the Office of Academic Affairs as soon as possible so the College can notify all parties and aid in this process. Student Standing Committee The Student Standing Committee is a standing committee of the College that reviews requests for exceptions to academic and financial policy. Representatives from the faculty, Registrar’s Office, Student Financial Services, and Student Affairs serve on the committee. Academic / Financial Petitions Students who wish to request exceptions to academic and financial policies should carefully review and complete the Academic/Financial Petition. Petitions must be submitted within 6 months of the semester being petitioned. The Committee typically meets to review petitions and Applications for Readmission every other week during fall and spring semesters and once each month during the summer semester. Academic Dismissal Appeals Students who have been academically dismissed have the right to appeal their dismissal to the Student Standing Committee. Applications for Readmission Students seeking to re-apply to the College after being placed on academic probation or after being academically dismissed must submit an Application for Readmission. 57 Catalog Applicability Students must fulfill the general education requirements that were in effect when they matriculated at Augsburg. Students may elect to satisfy the departmental major requirements of any of the catalogs in effect during their years of enrollment. However, students who are readmitted after more than six years away from the College must complete the departmental major requirements of the most current catalog at the time of readmission or any one of the catalogs in effect during their subsequent years of continuous enrollment at Augsburg. Second Majors and Degrees Students with an existing baccalaureate degree from Augsburg or another institution may enroll to complete an additional major(s) or minor(s). Students will not be awarded a second degree unless it is different from the original degree awarded (BA, BM, BS). Students cannot earn multiple degrees for the same major, though it is possible to earn multiple degrees from the same academic department if the majors are distinct. For example, a student cannot earn both a BA in Computer Science and a BS in Computer Science, but may earn a BS in Computer Science and a BA in Computational Philosophy. Evaluation of Transfer Credit The evaluation of transfer credits is completed by the Registrar’s Office and is based on a student’s official transcript(s). College credit is granted for liberal arts courses completed at regionally accredited institutions with a grade of 2.0/C or better. Liberal arts courses are defined as courses similar in nature, content, and level to those offered at Augsburg. Augsburg does not grant transfer credit for developmental-remedial courses, vocational-technical courses, or continuing education units (CEUs). Courses with grades of C-, CD, or below do not transfer to Augsburg College. Competency credits and exam credits issued by another institution may and will be evaluated on an individual basis. The Registrar’s Office evaluates coursework for credit and for applicability toward Augsburg Core Curriculum requirements. Academic departments are responsible for evaluating the applicability of coursework toward a student’s major or minor. The College requires that certain courses and a minimum number of courses be taken at Augsburg. (Refer to the Residence Requirements section of the catalog.) Courses and credits that are accepted in transfer are reported on the student’s transcript. Grades and grade points from other institutions are not transferred to Augsburg and are not included in the student’s cumulative grade point average. Students should consult with their academic and faculty advisors and the Registrar’s Office before taking courses at other institutions to ensure compliance with transfer credit policy and residency requirements. Additional resources about transferring credit are available on the Registrar’s Office website. MnSCU Transfer Students Completion of the Minnesota Transfer Curriculum (MnTC) will satisfy Augsburg’s Liberal Arts Foundation requirements and will reduce the Search for Meaning requirement to one course (REL 100). Students will be granted credit for transferable courses graded C or better. To qualify for this transfer program, the MnTC must be completed prior to enrollment at Augsburg. Completion of the Associate of Arts degree with the MnTC will satisfy Augsburg’s Liberal Arts Foundation requirements, will reduce the Search for Meaning requirement to one course (REL 100), and will waive one of two Health and Wellness requirements. Students will be granted credit for transferable courses graded C– or better. Transfer courses that equate to Augsburg’s requirements of Effective Writing, entry level math, and modern language must have a grade of C or better in order for credit to be granted. To qualify for this transfer program, the AA degree and MnTC must be completed prior to enrollment at Augsburg. Note: Additional prerequisite coursework beyond the AA degree may be required in some Augsburg majors. Students are advised to consult an academic advisor in the major department to discuss major requirements. Courses with C– grades or below will not be accepted as prerequisites or for application to majors. 58 Advanced Transfer Students Students who enter Augsburg with 52 or more semester credits accepted in transfer are considered Advanced Transfer Students. The Augsburg Core Curriculum will be adjusted for advanced transfer students as outlined below: Waiver of Search for Meaning II Waiver of Augsburg Seminar Waiver of Engaging Minneapolis Waiver of one Health and Wellness requirement (depending on transfer evaluation) All Augsburg Core Curriculum requirements not mentioned above remain unchanged for Advanced Transfer Students. Waivers for Advanced Transfer are determined at the time of initial entry into Augsburg and will not be granted for courses completed after initial enrollment. Transfer Credit for Military Experience Students are welcome to submit their military transcripts to the Registrar’s Office for transfer credit evaluation. A military transcript will contain credit recommendations from the American Council on Education (ACE) for training and courses completed in the US Armed Services. Augsburg will review a military transcript to determine if any of the credit recommendations contained within it meet transfer credit guidelines. Army, Coast Guard, Marine Corps, and Navy records maintained by JST: jst.doded.mil Air Force records: Air University and Community College of the Air Force are regionally accredited institutions. Students should submit official transcripts from these schools during the admission process. Graduation Requirements The responsibility for ensuring that all degree requirements are satisfied rests with the student. Each student is required to file an Intent to Graduate at the end of his or her junior year to confirm remaining graduation requirements. Application forms are available on the Registrar’s Office webpage. Faculty advisors, the Academic Advising staff, department chairs, and the Registrar’s Office staff are available for counsel and assistance in program planning. Students who enter an academic program with a bachelor’s or higher degree should contact the Registrar’s Office about specific requirements for a second bachelor’s degree or for the equivalent of a major. All degree and course requirements must be completed and verified in the Registrar’s Office in order for the degree to be conferred. There may be no incompletes or open courses on the academic record. Assessment of Previous Learning (APL) Program Augsburg College recognizes that learning can and does take place in many life situations. Some of this learning may be appropriate for credit recognition within the disciplines that comprise the academic program of a liberal arts college. The Assessment of Previous Learning program (APL) at Augsburg provides a means by which a student’s previous learning, other than that which is transferred from another accredited institution, may be presented for examination for possible credit toward the completion of a bachelor’s degree. Not all learning from life experience, however, is appropriate for credit recognition at a liberal arts college. Such learning must meet two essential criteria: (1) it is relevant to coursework in a field of study within the Augsburg liberal arts curriculum, and (2) it can be objectively demonstrated either by comprehensive examination or committee evaluation. The APL program at Augsburg provides several means by which students may have previous learning assessed for credit recognition. The following is a brief description of each of these means of assessment: International Baccalaureate Program (IB) Courses earned from the International Baccalaureate program will be considered by the College for appropriate credit. IB exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. 59 Advanced Placement Program (AP) Augsburg allows students to earn credit for scores of 3, 4, or 5 on selected Advanced Placement tests. For some exams, a minimum score of 4 is required. AP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. The College Level Examination Program (CLEP) This is a series of standardized tests developed by the College Board that are offered to students for a small fee at regional testing centers. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. CLEP exams may fulfill general education and/or major requirements. Credit granting guidelines are available on the Registrar’s Office webpage. DSST Exams DSST Exams are a series of standardized tests in college subjects that are comparable to the final examinations in undergraduate courses. Exams are offered at testing centers worldwide for a small fee. Students who score at or above the American Council on Education’s recommended score on an approved examination may receive academic credit for that subject at Augsburg College. Credit granting guidelines are available on the Registrar’s Office webpage. The American Council on the Teaching of Foreign Languages These tests assess written and/or spoken proficiency in world languages. For a small fee, students can assess their level of knowledge in world languages to earn college credit and/or waive the modern language requirement. More information about eligibility and qualifying languages is available from Academic Advising. Departmental Comprehensive Exams These are available for students to use in obtaining credit for previous learning if the following conditions are met: There is a departmental exam available for the subject area in question. There is a faculty member designated by the department to administer the exam. The Registrar approves the student’s request to take the exam. Credit for departmental exams is not computed in the GPA, and there is a charge per exam of $100 per semester credit. Portfolio Assessment Program This is a credit assessment alternative in which a faculty team completes a credit evaluation of a learning portfolio submitted by the student. The faculty team is composed of two faculty members from fields of study directly related to the student’s previous learning. Students who wish to prepare a portfolio of previous learning for credit assessment should consult the Registrar’s Office. In completing the evaluation of a student’s previous learning, the faculty team applies the following criteria: There is documentable evidence of a cognitive component in the previous learning experience that involved prescribed or systematic study of content material found within liberal arts coursework. The learning has been objectively verified by individuals in addition to the presenting student. The learning lends itself to both qualitative and quantitative measurement. The learning relates well to the student’s educational goals. The learning and skills involved are current and could be used at the present time. Students may apply for the credit assessment process after completing at least one term of academic work at Augsburg College with a cumulative Augsburg GPA of at least 2.50. It is strongly recommended that the process not be used when four or fewer courses remain for graduation. There is a non-refundable application deposit of $200 to initiate the credit assessment process for each course presented in a portfolio. An additional $200 is charged upon approval of each course. Credit granted by portfolio review is not computed in the GPA. Transcript credit will be recorded with the equivalent Augsburg course numbers as determined by faculty reviewers. 60 Maximum Credit Accepted for Previous Learning While Augsburg College recognizes the validity of learning that takes place outside the traditional classroom, this learning must be placed in the context of formal study in campus-based liberal arts courses. Therefore, Augsburg allows a maximum of 32 credits (one-fourth of a bachelor’s degree) to be obtained through previous experiential learning. In compiling the 32 credits for previous experiential learning, the student may use any combination of the assessment processes available in the APL Program: AP, CLEP, IB, DSST, ACTFL, departmental comprehensive exams, and credit granted through portfolio assessment. Graduation Requirements Degree requirements include completion of a minimum number of credits, a major, the Augsburg Core Curriculum, a minimum GPA in major(s)/minor(s) and in total coursework, and residence. 1. Completion of 128 semester credits—No more than these maximums may be applied toward the 128 total semester credits required: o Eight semester credits by independent/directed study o 16 semester credits of internship o 24 semester credits with a grade of Pass (P) o To graduate with Latin honors, students may take no more than eight elective P/N graded semester credits. o Each department sets its own limitations on the number of P/N graded courses that may be applied toward the major and minor programs, but normally students may apply no more than eight semester credits with P grades toward a major and no more than four semester credits with a P grade toward a minor. 2. Completion of a Major—Requirements for each major are listed under the departmental headings. 3. Completion of the Augsburg Core Curriculum—Requirements for the Augsburg Core Curriculum are listed under the Augsburg Curriculum section. 4. Grade Point Average —Students must earn a minimum overall grade point average of 2.00. Additionally, all majors and minors require at least a 2.00 grade point average in coursework for the major or minor. Some majors, licensure, and certificate programs require a higher grade point average or a minimum grade in each course. See the departmental section for details about the grade and grade point average for individual majors and minors. 5. Residence —A minimum of 32 semester credits must be completed through Augsburg College. Additionally, no fewer than 24 of the last 32 semester credits must be completed at Augsburg or within an approved exchange program (ACTC, McNally Smith, or Augsburg Abroad). Transfer courses and Assessment of Previous Learning (APL) credits are counted against the residency requirement. Therefore, students are encouraged to complete transfer work and APL credits prior to reaching senior standing. Some departments have a minimum number of credits that are required in residence within the major or minor. Consult the departmental pages of this catalog for further information. Latin Honors Augsburg recognizes those students who have demonstrated exemplary academic achievement by conferring Latin honors upon completion of a bachelor’s degree. Students may also receive honors recognition for departmental honors and for participation in the Honors Program. (See individual department and program descriptions for details.) Qualification for Latin honors is determined as follows: Summa Cum Laude Magna Cum Laude Cum Laude 3.90-4.00 GPA (plus successful completion of the Summa Oral Examination) 3.80-3.89 GPA 3.60-3.79 GPA To be eligible, a student must complete a minimum of 56 traditionally-graded credits at Augsburg and have no more than eight elective pass/no credit graded credits at Augsburg (classes offered only with P/N grading will not be counted). 61 For additional information, including the guidelines for the summa cum laude oral examination visit the Registrar’s Office webpage. Commencement Though the terms are often confused, the words “graduation” and “commencement” carry different meanings. Graduation refers to the completion of all degree requirements. Students graduate when all requirements for the degree have been fulfilled, meaning that one can graduate at any point during the academic year provided that all requirements are complete. Commencement is a ceremony. It is an opportunity for students, family, friends, and the Augsburg College community to celebrate academic achievement. Participation in commencement, however, does not mean that a student has graduated. A student will not graduate and a degree will not be conferred until all requirements are met, regardless of participation in commencement. Augsburg College holds two commencement ceremonies in the spring to accommodate the College’s different student populations. One commencement ceremony is for students in the Day undergraduate program. The second ceremony is for graduate program students and undergraduate students in the Adult Undergraduate and Rochester programs. Undergraduate students who have not completed all degree requirements may participate in commencement if: (1) no more than three requirements will remain in their program at the conclusion of spring semester; and (2) the remaining requirements will be completed in the summer or fall semesters immediately following commencement. Satisfactory Academic Progress (SAP) Requirements At the end of each fall, spring, and summer semester, the College will review the academic progress of all non-degree and degree-seeking undergraduate students registered for that semester. In order to remain in good academic and financial aid standing, students are required to maintain a cumulative Augsburg College GPA of at least 2.0 and cumulative credit completion rate of at least 66.67%. Credit Completion Rate Calculation Attempted credits: Includes transferred credits and unsatisfactory grades (W, X, 0.0, FN, N, IP). o Remedial and repeated courses do not count as attempted credits, so should be subtracted from the total number of attempted credits.* Earned credits: Includes transferred credits and satisfactory grades (0.5 - 4.0, P). Divide earned credits by attempted credits (do not round numbers up or down) o Example: 19 earned credits / 27 attempted credits = .7037 or 70.37% o Example: 17 earned credits / 27 attempted credits = .6296 or 62.96% Warning Students who do not meet cumulative standards will be placed on Warning. At the end of the next semester attempted, students meeting cumulative standards will be removed from Warning. If cumulative standards are not met, the student’s semester term GPA and completion rate will be evaluated. Students earning a minimum of a 2.25 term GPA and 66.67% term completion rate and completing all other Warning requirements (www.augsburg.edu/acskills) will be placed on Probation. If cumulative and term standards are not met, students will be Suspended. Probation Students on Probation must meet cumulative standards. At the end of the next semester attempted, students meeting cumulative standards will be removed from Probation. If cumulative standards are not met, the student’s semester term GPA and completion rate will be evaluated. Students earning a minimum of a 2.25 term GPA and 66.67% term 62 completion rate and completing all other Probation requirements (www.augsburg.edu/acskills) will remain on Probation. If cumulative and term standards are not met, students will be Suspended. Students on Warning or Probation who voluntarily withdraw from college may apply for readmission. At that time, the Student Standing Committee will review their application for readmission. For more information about Warning and Probation requirements, visit www.augsburg.edu/acskills. Suspension Students on Warning or Probation who do not meet cumulative and term standards will be suspended from the College. Students may appeal their Suspension to the Student Standing Committee. Instructions for appeal are included in the Letter of Suspension. Students who have been suspended may apply for readmission after one full academic year (including fall, spring, and summer semesters). At that time, the Student Standing Committee will review the application for readmission. Augsburg College reserves the right to intervene with students who earn less than a 2.0 and 66.67% in a semester but are otherwise meeting cumulative standards. Professional Program Dismissal Students may also be dismissed from professional programs, such as social work, education, and nursing. A student dismissed from a program may appeal the decision through the Program Dismissal Appeal Process. The process is available at inside.augsburg.edu/studentaffairs/studentguide. Dean’s List The Dean’s List, compiled after each semester, recognizes undergraduate students for outstanding achievement during the term. Students can qualify for the Dean’s List in two ways: Earning a semester GPA of 3.50 or higher based on 12 or more traditionally-graded credits Earning a semester GPA of 3.75 or higher based on 6-11 traditionally-graded credits Incomplete courses and other classes without final grades at the time the Dean’s List is compiled will not be considered. The Dean’s List is published on Inside Augsburg and students can choose to submit announcements to their hometown newspapers. Enrollment/Degree Verification Augsburg College has authorized the National Student Clearinghouse to act as its agent for verification of student enrollment and degree status. Contact information is as follows: National Student Clearinghouse 2300 Dulles Station Blvd, Suite 300 Herndon, VA 20171 Web: www.studentclearinghouse.org Phone: 703-742-4200 Veterans of Military Service Augsburg is approved by the state approving agency for VA education benefits. Veterans and eligible spouse and dependents should consult with the VA School Certifying Officials in the Registrar’s Office and Student Financial Services about completion of enrollment verification and the forwarding of other information to the Department of Veterans Affairs. Veterans will need to meet the requirements of the Veterans Administration regarding repayment of 63 educational assistance funds received. Additional information about veterans’ education benefits can be found at www.benefits.va.gov/gibill. 64 Augsburg Core Curriculum Augsburg College is dedicated to educating students intellectually, physically, and spiritually. To live fully and act effectively, humans must have a broad grasp of the world from which they have come, as well as the world in which they live. Through providing courses in the humanities, fine arts, natural sciences, and social sciences, the core curriculum introduces students to the breadth and complexity of human knowledge and our world. “Search for Meaning” courses invite students to explore vocation, diversity, and pluralism through the study of Judaism, Christianity, and Islam, and encourages students to consider their own religious, philosophical, and ethical commitments in dialogue with other perspective. The Language courses introduce students to the skills and sensibilities necessary to cross cultures and work across difference. Wellness courses offer students opportunities to develop skills and habits of healthful living. Students choose from more than 50 major areas of study to gain a depth of knowledge in a discipline and to prepare for a career or further study. Thus, through a balance of curricular activities supported by full programs in student life and religious life, an Augsburg College education strives to educate its students in a real world for the real world. Undergraduate Student Learning Outcomes The College’s mission statement offers a series of educational values: Augsburg College educates students to be informed citizens, thoughtful stewards, critical thinkers, and responsible leaders. The Augsburg experience is supported by an engaged community that is committed to intentional diversity in its life and work. An Augsburg education is defined by excellence in the liberal arts and professional studies, guided by the faith and values of the Lutheran Church, and shaped by its urban and global settings. As part of this mission, Augsburg’s faculty have identified a set of outcomes for student learning These areas reflect our shared commitment to offering a vibrant liberal arts education in tandem with career preparation and vocational discovery. We expect students to achieve these outcomes cumulatively, through the completion of the core curriculum, majors / minors, electives and co-curricular experiences. As Informed Citizens, students are learning to … engage their communities and demonstrate a sense of agency to create change in ethical and informed ways explain diverse positions and collaborate effectively across social, cultural and geographic differences in local and global contexts As Thoughtful Stewards, students are learning to … critically engage their own beliefs and articulate their gifts and goals for meaningful life and work in a pluralistic context identify the broad foundations for sustainable living and apply them in demonstrable ways As Critical Thinkers, students are learning to … use appropriate methods to gather and analyze evidence, identify underlying assumptions, and evaluate competing claims construct coherent, polished and persuasive arguments, narratives and explications in written, oral and other formats As Responsible Leaders, students are learning to … employ the fundamental principles of quantitative literacy to arrive at thoughtful judgments articulate and solve problems in creative, analytical, and integrative ways 65 Overview of the Curriculum The Augsburg Curriculum is comprised of three main components: core curriculum (or general education requirements), major requirements, and electives. Some students may need to complete entry-level skill courses before enrolling in college-level classes. The general education requirements include a liberal arts foundation, signature courses and experiences, skills development, and a keystone. Entry Level Placement Tests Math, Writing, English (if applicable), and language placement for Language courses. The Augsburg Core Curriculum The Augsburg First Year Augsburg Seminar Engaging Minneapolis Many Voices Project The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning I and II Augsburg Experience Senior Keystone The Liberal Arts Foundation Natural Sciences and Math Social and Behavioral Sciences Humanities Fine Arts Electives Majors Skills The Augsburg Curriculum is designed to help students develop the skills necessary for successful careers and fulfilling lives, including: Writing Critical Thinking Oral Communication Information Literacy Quantitative Literacy Religious Literacy Problem Solving Intercultural Competence Civic Agency and Engagement Health and Wellness Entry Level Placement Tests Prior to their first registration, students will complete entry level skills assessments in: Mathematics Writing 66 Language Placement and, if applicable, English Language Learning First-year students entering Augsburg in the fall of 2013 or later who require developmental/entry-level courses must complete these courses by the end of their fourth term. Transfer students entering Augsburg in the fall of 2013 or later must complete all required developmental/entry-level courses by the end of their third term. The developmental courses subject to this policy are: ENL 101 ENL 111 / HON 111 / ENL 112 ENL 217 / 218 MAT 103 / 105 Entry-Level Mathematics For a strong start at Augsburg, students will take entry-level exams to determine their math placement group (MPG.) In some cases, students who have transferred a mathematics course taken at another college may have their MPG determined by the Registrar’s Office. All other students must take the Augsburg Math Placement Exam, which is administered by Academic Advising. Students are required to take the Math Placement Exam before registering for the first term. Practice questions and other information are available from Academic Advising -- students are encouraged to study for the exam. Students may retake the Math Placement Exam once during their first term of enrollment. Based on the math assessment result, students will be enrolled in the appropriate courses or advised on preparation for retaking the Math Placement Exam. Students in Math Placement Group (MPG) 1 must take MAT 103 to advance to MPG 2. Students in MPG 2 must take MAT 105 to advance to MPG 3. Students in MPG 3 must take MAT 114 to advance to MPG 4. No other MAT course changes a student’s MPG. A grade of Pass or 2.0 or higher is required to advance to the next math level. Students are encouraged to advance their MPG as soon as possible. Students must achieve Math Placement Group (MPG) 3 or higher to graduate. In addition, many courses require MPG 2, 3, or 4 as a prerequisite. Entry-Level Writing A writing sample is required of students to determine placement in an appropriate writing class. In some cases, students who have transferred an equivalent English composition course from another college or Advanced Placement English Language and Composition with a score of 4 or 5 may have placement determined by the Registrar’s Office. All other students must take the Writing Placement Test, which is administered by Academic Advising. Based on the writing sample, students are placed into the appropriate writing course. Students are required to complete Effective Writing (or Advanced Effective Writing or Honors Effective Writing). Students who need to develop competence in composition skills are required to enroll in Developmental Writing (ENL 101) before taking Effective Writing. These students must pass Developmental Writing (ENL 101) with a grade of P, 2.0, or higher before enrolling in Effective Writing (ENL 111/112/HON 111). Modern Language Assessment Students with proficiency or experience in French, German, or Spanish complete an assessment to determine placement in Augsburg's modern language courses. Students begin their exploration of modern language at the level identified by the placement test. This online assessment is administered by Academic Advising. Placement assessment for American Sign Language and Ojibwe is administered by faculty representing those specific languages. English Language Learners Assessment Students whose primary language is other than English will complete an assessment to determine preparedness for classes taught in English. Results of this assessment determine placement in English Language Learner course(s). This assessment is administered by Academic Advising. 67 Core Skills Requirements Effective Writing Students must pass ENL 111 - Effective Writing, ENL 112 - Advanced Effective Writing, or HON 111 - Honors Effective Writing with a grade of 2.0, P, or higher, or transfer in an equivalent course. Attendance at the first day of class is required. Language For students who have not previously studied a second language, completion of a two-course sequence in the same language with a minimum grade of 2.0 or P in both courses is required. For a language previously studied, placement into the 211 level or successful completion (minimum grade of 2.0 or P) of 112 satisfies the graduation requirement. Placement into French, German, and Spanish courses is based on assessment results from an online Brigham Young University evaluation tool. Students proficient in other languages may seek a placement evaluation through faculty fluent in the specified language at Augsburg or other ACTC schools. Details are available from Academic Advising. Availability of assessment in all languages is not guaranteed. Assessment is used for placement only and does not result in credit. Students may audit, but will not receive credit for any course taken below their placement level. The Department of Languages and Cross-Cultural Studies may review and sometimes override assessment results as deemed appropriate. Modern language courses accepted in transfer may be applicable to this skills area for partial or full completion of the requirement. Students who have demonstrated competence in American Sign Language by passing an approved course sequence will have fulfilled the Language Core Skill. Students whose first language is not English and whose score is below the minimum on the English Language Learners (ELL) placement test must fulfill the ELL requirement. The requirement is satisfied by successfully completing the ELL course(s) and achieving a score above the minimum on the ELL placement exam. Students who complete the ELL requirement will receive credit for the Language Core Skill requirement. Contact Academic Advising or the English Department for additional information. Health and Wellness Two health and wellness courses are required. WEL100 - Foundations of Wellness (formerly HPE001) is required of all students. The second course may be chosen from a variety of different WEL102 – Recreational Wellness (formerly HPE002) courses. Students may test out of the WEL102 course by demonstrating proficiency from a selected Recreational Wellness activity. Proficiency exams are offered through the Health and Physical Education Department each semester. There is a fee to take the Recreational Wellness Activity Proficiency Test. Intercollegiate athletes and Health and Physical Education majors may not test out of this requirement. The Augsburg Core Curriculum The Augsburg Core Curriculum is designed to prepare students to become effective, informed, and ethical citizens through their engagement in a curriculum that: Provides a liberal arts foundation and promotes the acquisition of intellectual and professional skills Calls for common inquiry into questions of faith and the search for meaning Cultivates the transformative discovery of, and appreciation for, the student’s place of leadership and service in a diverse world The curriculum has three major components: Liberal Arts Foundation Signature Curriculum 68 Skills Development The Augsburg First Year To smooth the transition to college and their new community, first-year weekday program students are required to take courses containing the following components: Augsburg Seminar and Engaging Minneapolis The Engaging Minneapolis requirement builds on Augsburg’s national leadership in experiential education as well as its commitment to its urban location. Embedded in the first-year Augsburg Seminar experience, Engaging Minneapolis introduces students to the city as a resource for intentional learning, typically through civic engagement, cultural engagement, and/or service-learning. Many Voices Project Embedded in ENL 111, 112, and HON 111 (see Core Skills requirements), the Many Voices Project engages first-year students in discussion of a common text addressing themes of cultural diversity and global awareness. Emphasizing ways in which written communication can promote understanding and productive engagement among different cultures and points of view, the Many Voices Project is intended to teach skills and methods that promote successful communication among diverse writers and readers. The Augsburg Signature Curriculum Religion, Vocation, and the Search for Meaning Guided by the faith and values of the Lutheran Church, the Search for Meaning courses encourage inquiry, welcome diversity, wrestle with life’s complexities, and engage the world. Two required courses (REL 100 plus a Search for Meaning II course) highlight Augsburg’s commitment to developing religious literacy and nurturing students to think critically about the concept of vocation. Students from all faith traditions will find a generous spirit of hospitality in these courses. Whether you are Jewish or atheist, Buddhist or seeker, Catholic or Muslim, Baptist, Lutheran, uncertain, disinterested, or someone who is “spiritual but not religious,” these courses promote respect and understanding across faith traditions. All religion courses engage with the concept of vocation and an understanding that we are called to live and serve as neighbors. REL 100 explores the idea that vocation is a model and lens for viewing the connections between our basic beliefs and the commitments and actions we make in life. The Liberal Arts Foundation The Liberal Arts Foundation courses introduce students to knowledge and modes of inquiry across a wide range of disciplines and subjects. The course offerings in the liberal arts provide the opportunity for students to acquire a broad and solid foundation for their specialized study and professional preparation. Students choose two approved LAF courses from two different departments in each domain: Natural Sciences and Mathematics, Social and Behavioral Sciences, Humanities, and Fine Arts. The official list of approved LAF courses is found on the Registrar’s Office webpage. Natural Sciences and Mathematics Two approved courses from two different departments: Biology, Chemistry, Environmental Science, Mathematics, Physics. One must be a lab science course. Social and Behavioral Sciences Two approved courses from two different departments: Anthropology, Economics, Environmental Studies, Political Science, Psychology, Sociology. 69 Humanities Two approved courses from two different departments/programs: American Indian Studies, Communication Studies, English, History, Philosophy, Religion, Languages and Cross-Cultural Studies (literature and culture courses), and Gender, Sexuality, and Women’s Studies. Note: The signature Search for Meaning (REL 100 and 200) courses do not count as humanities Liberal Arts Foundation requirements. If a student opts to take another approved upper-division REL course to fulfill the Search for Meaning II requirement, it may not count toward a Humanities LAF. Fine Arts Two approved courses or approved activities from two different departments: Art, Film, Music, Theater. One fine arts LAF requirement can be met by participating in one of the following: Four semesters in any combination of the major choral ensembles listed (MUE 111, 112, 114, 115) Four semesters of orchestra (MUE 121) Four semesters of concert band (MUE 141) Senior Keystone The Senior Keystone course provides a final opportunity for exploring the central themes of an Augsburg education— vocation and the search for meaning in a diverse and challenging world. In this course, students reflect on the meaning of their educational experiences and consider issues of transition as they prepare for their lives after Augsburg. Many Keystone courses also meet major requirements. The Senior Keystone course in each department connects the broad liberal arts foundation with the professional skills and in-depth study of the major. It asks graduating students to think critically, reflectively, and ethically about their place in the world as leaders and servants. Electives A student must complete a minimum of 128 semester credits in order to graduate. If the Core Curriculum and Major requirements do not reach 128 semester credits, the student may take electives for credit in any subject area to reach the minimum credit requirement. Majors For major requirements, see the appropriate departmental page(s) of this catalog or consult the department chair. Graduation Skills An Augsburg education aims to develop certain key skills during the years in college. Critical thinking, quantitative reasoning, speaking, writing and information literacy are deliberate components of certain courses. Graduation skill requirements typically are embedded in required courses in the major. Some departments, however, designate courses outside the major or elective courses in the major that fulfill these requirements. The Quantitative Reasoning (QR) skill incorporates both foundational mathematical skills and the application of those skills. MPG 3 (Math Placement Group 3) is a prerequisite for all quantitative reasoning courses. See the appropriate departmental page(s) in this catalog or consult the department chair for more information. Core Curriculum Modifications Some majors that result in a Bachelor of Science degree give students the ability to modify their Core Curriculum requirements in one of the following ways. 70 Bachelor of Science/Liberal Arts Foundation (LAF) Waiver Students who elect the Bachelor of Science/LAF Waiver must complete at least six of the eight LAF requirements, provided at least one course is taken in each of the four domains. (e.g., two Natural Science and Mathematics courses, two Social and Behavioral Science courses, one Fine Arts course, and one Humanities course) The following majors are approved for the Bachelor of Science/LAF Waiver: Actuarial Science (St. Thomas) Biology Biopsychology Chemistry Elementary Education Exercise Science Health Education (teaching licensure only) Mathematical Economics Mathematics Music Therapy Nursing Physical Education (teaching licensure only) Physics Bachelor of Science/Modern Language Waiver Students who elect the Bachelor of Science/Modern Language Waiver are not required to complete modern language courses as part of their degree. The following majors are approved for the Bachelor of Science/Modern Language Waiver: Actuarial Science (St. Thomas) Biology Biopsychology Chemistry Mathematical Economics Mathematics Music Therapy Nursing Physics 71 Majors and Minors Majors, or concentrations of study, may be within one department, within one division, or may cross academic disciplines. Students are required to declare a major upon completion of 48 semester credits, and earlier in some disciplines. Details of majors and minors are in the departmental pages of this catalog. Unless otherwise indicated, majors are part of the Bachelor of Arts degree. Students are not required to complete a minor for graduation. Minors completed after a bachelor’s degree is awarded are noted on the transcript. Below is a complete list of majors, minors, and emphases. Listings that are in bold type are offered through both the Day Program and the Adult Undergraduate (AU) program. Students are encouraged to discuss scheduling rotation of major courses with their faculty advisors. Majors and Areas of Emphasis Accounting American Indian Studies Art Art History Studio Art Graphic Design Biology (BA or BS) Life Sciences (BA) Biopsychology (BS) Business Administration Economics/Business Administration Music Business Chemistry (BA or BS) Communication Studies Computer Science (BA or BS) Computational Economics (BA) Computational Philosophy (BA) Economics Applied Economics Computational Economics Economics Economics/Business Administration Economics/Political Science (teacher licensure major) Mathematical Economics (BS) Education Education Studies (non-licensure) Elementary Education Studies (non-licensure) Kindergarten-Elementary (BA or BS- licensure) K-12 English as a Second Language Special Education: Academic Behavioral Strategist Secondary (non-major, licensure only) English Communication Arts/Literature (teacher licensure major) Creative Writing Literature, Language, and Theory Environmental Studies Exercise Science (BA or BS) Film Finance Gender, Sexuality, and Women’s Studies Global Women’s and Gender Studies Sexuality Studies Health Education (BA or BS) History International Business International Relations International Business Concentration Languages and Cross-Cultural Studies Cross-Cultural Studies French German Spanish Management Management Informat